Journal articles on the topic 'Emerging bilingualism'
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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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Torres, Julio, and Cristina Sanz. "Is There a Cognitive Advantage for Spanish Heritage Bilinguals? A First Look." Heritage Language Journal 12, no. 3 (December 30, 2015): 292–309. http://dx.doi.org/10.46538/hlj.12.3.4.
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We report the findings from an ongoing study on the relationship between bilinguals’ language experience and cognitive control. Previous research suggests that early bilingualism exerts an advantage on executive control, possibly due to the cognitive requirements involved in the daily juggling of two languages (Adesope, Lavin, Thompson, & Ungerleider, 2010). However, other researchers also have argued against a cognitive control advantage in bilinguals (Hilchey & Klein, 2011). It remains unclear whether cognitive benefits hold true for bilinguals across different contexts, given differences in sociolinguistic and socioeducational settings that shape individual bilingualism. In the current study, following Costa, Hernández and Sebastián-Gallés (2008) who tested Catalan-Spanish bilinguals, young adult simultaneous heritage bilinguals and late classroom emerging bilinguals of Spanish in the U.S. completed three blocks of the Attentional Network Task (ANT) (Fan, McCandliss, Sommer, Raz, & Posner, 2002) to gauge executive control abilities. Results for the executive network component of the ANT reveal no significant differences between the two bilingual groups, although the descriptive data trend suggests that HL bilinguals experienced less difficulty in solving conflicting information and demonstrated fewer switching costs between trials. These first findings imply that the bilingual advantage is not replicated across contexts, and that socioeducational practices determine individual patterns of language use, which in turn leads to variation in cognitive outcomes.
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D’Souza, Dean, and Yousra Dakhch. "Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?" Languages 7, no. 2 (April 19, 2022): 100. http://dx.doi.org/10.3390/languages7020100.
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Emerging evidence suggests that early bilingual experience constrains the development of attentional processes in infants, and that some of these early bilingual adaptations could last into adulthood. However, it is not known whether the early adaptations in the attentional domain alter more general cognitive abilities. If they do, then we would expect that bilingual adults who learned their second language early in life would score more highly across cognitive tasks than bilingual adults who learned their second language later in life. To test this hypothesis, 170 adult participants were administered a well-established (non-verbal) measure of fluid intelligence: Raven’s Advanced Progressive Matrices (RAPM). Fluid intelligence (the ability to solve novel reasoning problems, independent of acquired knowledge) is highly correlated with numerous cognitive abilities across development. Performance on the RAPM was greater in bilinguals than monolinguals, and greater in ‘early bilinguals’ (adults who learned their second language between 0–6 years) than ‘late bilinguals’ (adults who learned their second language after age 6 years). The groups did not significantly differ on a proxy of socioeconomic status. These results suggest that the difference in fluid intelligence between bilinguals and monolinguals is not a consequence of bilingualism per se, but of early adaptive processes. However, the finding may depend on how bilingualism is operationalized, and thus needs to be replicated with a larger sample and more detailed measures.
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REYES, ILIANA, and ARTURO E. HERNÁNDEZ. "Sentence interpretation strategies in emergent bilingual children and adults." Bilingualism: Language and Cognition 9, no. 1 (February 27, 2006): 51–69. http://dx.doi.org/10.1017/s1366728905002373.
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This study examined sentence processing in emergent bilingual children and young adults in both English (second language – L2) and Spanish (first language – L1). One hundred participants from five different age groups (5;4–7;11, 8;0–10;11, 11;2–13;11, 14;0–16;8 years, and college-age adults) participated in this study. An online sentence interpretation paradigm was used to explore participants' processing patterns. Results of both choice and reaction time experiments provide new information about consolidation and “in between” strategies for Spanish–English bilinguals; on the use of the distribution of local vs. topological cues (namely early reliance on word order in both languages, followed by an integration of late-emerging subject-verb agreement cues from 11 to 13 years of age). The nature of these syntactic strategies and their implications for developmental theories of bilingualism are discussed.
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Wong, Fay, Gladys Tang, Pui-Sze Yeung, and Chris Kun-Man Yiu. "Emerging Ecology of a Sign Bilingualism and Co-enrollment Classroom." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 52–82. http://dx.doi.org/10.31299/hrri.58.si.3.
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This study documents the views and attitudes of stakeholders of the Hong Kong’s Sign Bilingualism and Co-enrollment (SLCO) Education Programme established in 2006, to identify an emerging ecology based on the SLCO classrooms in a primary school in which deaf and hard-of-hearing (DHH) as well as hearing participants, teachers and students alike, collaborated to create an inclusive culture in the school environment. Qualitative data were collected using two focus group discussions, each with six DHH students and six hearing students, and individual interviews with eleven parents of DHH and hearing students and six Deaf and hearing teachers. The data generated seven themes: positive impacts of sign language (i.e. HKSL), translanguaging, differences in English and Chinese achievement, positive attitudes towards co-enrollment, increase in students’ self-confidence, friendship and equal partnership, and importance and challenges of co-planning. Analysing these themes within the framework of evaluating inclusive education along the parameters of participation, achievement, and value of person as advanced in Anderson, Boyle and Deppeler (2014), we identified six dimensions to characterise the inclusive ecology of the SLCO classroom.
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Bialystok, Ellen, and Raluca Barac. "Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control." Cognition 122, no. 1 (January 2012): 67–73. http://dx.doi.org/10.1016/j.cognition.2011.08.003.
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PLIATSIKAS, CHRISTOS, and GIGI LUK. "Executive control in bilinguals: A concise review on fMRI studies." Bilingualism: Language and Cognition 19, no. 4 (March 11, 2016): 699–705. http://dx.doi.org/10.1017/s1366728916000249.
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The investigation of bilingualism and cognition has been enriched by recent developments in functional magnetic resonance imaging (fMRI). Extending how bilingual experience shapes cognition, this review examines recent fMRI studies adopting executive control tasks with minimal or no linguistic demands. Across a range of studies with divergent ages and language pairs spoken by bilinguals, brain regions supporting executive control significantly overlap with brain regions recruited for language control (Abutalebi & Green). Furthermore, limited but emerging studies on resting-state networks are addressed, which suggest more coherent spatially distributed functional connectivity in bilinguals. Given the dynamic nature of bilingual experience, it is essential to consider both task-related functional networks (externally-driven engagement), and resting-state networks, such as default mode network (internal control). Both types of networks are important elements of bilingual language control, which relies on domain-general executive control.
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LI, PING, and ANGELA GRANT. "Second language learning success revealed by brain networks." Bilingualism: Language and Cognition 19, no. 4 (June 22, 2015): 657–64. http://dx.doi.org/10.1017/s1366728915000280.
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A recent movement in cognitive neuroscience is the study of brain networks through functional and effective connectivity. The brain networks approach has already found its influences in the study of the neurobiology of language, but has yet to impact research in the neurocognition of bilingualism and second language. In this article, we briefly review some preliminary evidence in this emerging field and suggest that the understanding of the dynamic changes in brain networks enables us to capture second language learning success, thereby providing new insights into the neural bases of individual differences, neuroplasticity, and bilingualism.
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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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Bialystok, Ellen. "Effects of bilingualism and biliteracy on children's emerging concepts of print." Developmental Psychology 33, no. 3 (1997): 429–40. http://dx.doi.org/10.1037/0012-1649.33.3.429.
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Relaño-Pastor, Ana María. "Narrative circulation, disputed transformations, and bilingual appropriations at a public school “somewhere in La Mancha”." International Journal of the Sociology of Language 2018, no. 250 (March 26, 2018): 87–112. http://dx.doi.org/10.1515/ijsl-2017-0057.
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AbstractThis article addresses the narratives of bilingualism that emerged in ethnographic interviews with members of Sancho’s Primary in La Mancha city (Spain), whose prestige as the first MEC/British bilingual school in town has been disputed, transformed and eventually socially accepted as competitively eligible in the global market for two decades. By bringing to the fore a perspective of heteroglossia, the article discusses stakeholders’ stancetaking towards the salient tensions and dilemmas related to bilingualism in the region of Castilla-La Mancha. The analysis discusses how Sancho’s stakeholders by means of indexical meanings and heteroglossic resources come to terms with bilingualism as ideology and practice regarding who the legitimate teacher of English is, whose English-es are legitimated, which classroom practices are most valued and who can guarantee the status and prestige of bilingual programs in this region. In addition, the analysis emphasizes the validity of narratives emerging in interviews as situated, context-dependent, and contextualizing practices shaped by the conditions of linguistic ethnography, while shaping the researcher and participants’ significant values, beliefs and ideas about bilingualism and bilingual programs in Castilla-La Mancha.
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Bak, Thomas H. "The impact of bilingualism on cognitive ageing and dementia." Linguistic Approaches to Bilingualism 6, no. 1-2 (January 25, 2016): 205–26. http://dx.doi.org/10.1075/lab.15002.bak.
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Abstract Within the current debates on cognitive reserve, cognitive ageing and dementia increasingly showing a positive effect of mental, social and physical activities on health in older age, bilingualism remains one of the most controversial issues. Some reasons for it might be social or even ideological. However, one of the most important genuine problems facing bilingualism research is the high number of potential confounding variables. Bilingual communities often differ from monolingual ones in a range of genetic and environmental variables. In addition, within the same population, bilingual individuals could be different from the outset from those who remain monolingual. We discuss the most common confounding variables in the study of bilingualism, aging and dementia, such as group heterogeneity, migration, social factors, differences in general intelligence and the related issue of reverse causality. We describe different ways in which they can be minimised by the choice of the studied populations and the collected data. In this way, the emerging picture of the interaction between bilingualism and cognitive aging becomes more complex, but also more convincing.
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Wen, Zhisheng (Edward), Mark Feng Teng, Lili Han, and Yong Zeng. "Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives." Brain Sciences 12, no. 6 (June 1, 2022): 729. http://dx.doi.org/10.3390/brainsci12060729.
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Although emotional or affective working memory (WM) is quite well established in general psychology, not much research has looked into its potential implications for the language sciences and bilingualism and second language acquisition (SLA) research until recently. To fill this gap, this paper aims to propose that WM has not just cognitive implications, but its affective dimension may also make complementary and unique contributions to language and bilingualism/SLA research. Towards this end, we first briefly synthesize the cognitive views of WM conceptions and assessment procedures in the current language sciences and bilingualism/SLA research. Next, we turn to discuss the theoretical models and assumptions of affective WM and explore their theoretical implications for bilingualism/SLA research based on emerging empirical evidence. Then, we propose a conceptual framework integrating cognitive and affective WM perspectives and further provide guidelines for designing affective WM span tasks that can be used in future affective WM–language research, focusing on the construction procedures of several emotion-based affective WM span tasks (e.g., the emotional reading span task, the emotional operation span task, and the emotional symmetry span task) as examples. Overall, we argue that affective feelings are also an integral part of the mental representations held in WM and future research in the language sciences and bilingualism/SLA should incorporate both cognitive and affective WM dimensions.
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Mosina, Natalya M., Nina V. Kazaeva, and Svetlana V. Batina. "Features of acquiring a foreign language (Finnish, Hungarian) by bilinguals." Finno-Ugric World 12, no. 3 (October 26, 2020): 250–58. http://dx.doi.org/10.15507/2076-2577.012.2020.03.250-258.
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Introduction. The article examines the problems arising in the acquisition of Finnish and Hungarian as a foreign language among students who are native speakers of the Mordovian (Moksha or Erzya) and Russian languages, i.e. bilinguals. The work examines the types of bilingualism, identifies the criteria underlying them. The purpose of the article is to identify the nature and causes of the appearance of linguistic features, cases of the manifestation of interference at the level of morphology which further indicate the methods and ways of resolving the emerging difficulties of mastering a foreign language. Materials and Methods. The factual material was obtained as a result of many years of educational and pedagogical activity in the classroom in the Hungarian and Finnish languages with students of the Philological Faculty of National Research Mordovian State University majoring in “Philology”, track “Foreign philology: Hungarian / Finnish, English languages and literature”. The main research methods are theoretical (the study of scientific and methodological literature on the problem under study), comparative (in the analysis of the morphological system of the Hungarian / Finnish and Mordovian languages), as well as the methods of generalization and observation, widely used for this kind of research. Results and Discussion. In the article, as a result of the study, the types of bilingualism are presented, the criteria for identifying the types of bilingualism, based on the existing classifications, are determined, the type of Mordovian-Russian bilingualism of the students of the studied group is determined. In the course of the analysis, it was found that when studying the morphological system of the Finnish and Hungarian languages in the written and oral speech of bilingual students, the influence of both the native (Erzyan / Mokshan) and Russian languages (when mastering some local cases, conditional, etc.) is observed. The presented examples are proof of the manifestation of interference, which appears at different linguistic levels. Conclusion. In the course of the study it was revealed that basically all bilinguals we studied exhibit a contact type of bilingualism, when communication is constantly maintained with speakers of both their native (Moksha or Erzya) and the Russian languages. The recorded phenomena of interference indicate the influence of grammatical systems of non-native (Russian) and native (Erzyan / Mokshan) languages in mastering some morphological structures of Hungarian and Finnish languages by bilingual students. In conclusion, it is concluded that it is impossible to avoid the phenomena of interference in the process of teaching a foreign language at the first stages of learning. The revealed mistakes made by the students make it possible to determine the methods and develop a set of tasks aimed at the perception of a specific foreign language material without using the native language.
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KROLL, JUDITH F. "On the consequences of bilingualism: We need language and the brain to understand cognition." Bilingualism: Language and Cognition 18, no. 1 (October 14, 2014): 32–34. http://dx.doi.org/10.1017/s1366728914000637.
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In the last two decades there has been an explosion of research on bilingualism and its consequences for the mind and the brain (e.g., Kroll & Bialystok, 2013). One reason is that the use of two or more languages reveals interactions across cognitive and neural systems that are often obscured in monolingual speakers of a single language (e.g., Kroll, Dussias, Bogulski & Valdes Kroff, 2012). From this perspective, the interest in bilingualism is about developing a platform to ask questions about the ways that cognitive and neural networks are engaged during language use, in different learning environments, and across the lifespan. Another reason is that an emerging body of research on the consequences of bilingualism suggests that language experience changes cognition and the brain (e.g., Abutalebi, Della Rosa, Green, Hernandez, Scifo, Keim, Cappa & Costa, 2012; Bialystok, Craik, Green, & Gollan, 2009). Some of these changes have been claimed to produce cognitive advantages (see Bialystok et al., for a review of bilingual advantages and disadvantages).
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Valentinova, Olga I., and Oleg V. Nikitin. "The bilingual nature of the Russian literary language in scientific polemics and verbal culture of XVIII century." Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2021): 192–98. http://dx.doi.org/10.20339/phs.6-21.192.
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The bilingual nature of the Russian literary language and its reflection in the scientific polemics and literary practice of the XVIII century are considered. Special attention is paid to the complexity of the language situation caused by the change in the vector of bilingualism: the change of Russian-Church Slavonic bilingualism to Russian-European in the era of historical changes. The increasing role of the semantics of European languages in the formation of the Russian literary language of the secular period is noted. The authors emphasize that the conflict trends in the XVIII century were determined by a number of factors: the transformation of public consciousness, historically determined features of the structure of the Russian literary language, ideological priorities and the life position of reformers (Lomonosov, Trediakovsky, Sumarokov, etc.). It is said that by the end of the XVIII century the French language is fixed as an intermediary between two cultural worlds — Russia and France. It becomes the most popular language in literature and everyday communication of representatives of secular culture. The authors of the article cite facts showing the rejection of mechanical Francophonie by Russian educators in the scientific polemics of the XVIII century. The rivalry of European languages (German, French) in determining the nature of bilingualism of so-called New period is revealed and analyzed. The conclusion is made about the contradictory nature of the process of europeanization of the Russian elite, which perceived Russian-French bilingualism as the key to world culture, and the emerging national consciousness in its appeal to the origins of the Russian-Church Slavonic bilingualism of pre-Peter Rus. The practical significance of the research is to extrapolate the experience of historical bilingualism of the Russian literary language to the study and assessment of changes taking place in the ethnic and linguistic consciousness of modern society, and the formation of multicultural tolerance.
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Esquinca, Alberto, María Teresa De la Piedra, and Lidia Herrera-Rocha. "Hegemonic Language Practices in Engineering Design and Dual Language Education." Association of Mexican American Educators Journal 12, no. 2 (August 17, 2018): 44. http://dx.doi.org/10.24974/amae.12.2.394.
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With the goal of achieving bilingualism and biculturalism, dual language education (DL) has a social justice orientation. As the program option with the best track record of closing the achievement gap between Latinx and White students, DL programs can potentially create environments in which learners can develop knowledge of science, technology, engineering and mathematics (STEM) in two languages. In this article, we present findings from a two-year ethnographic study of engineering design curriculum in a K-5 DL program on the U.S.-Mexico border. Our team researched the implementation of a hands-on, highly interactive, inquiry-based STEM curriculum because immigrant emergent bilinguals from border communities are sometimes excluded from these learning opportunities. During the first year of implementation, the STEM curriculum was not taught following DL goals. Essential principles of DL education, including the use of two languages for instruction and equal status for both languages, were not followed. Lack of familiarity with the STEM curriculum and emerging expertise of engineering design explained this decision partially. Due to a dearth of resources, training, and expertise in engineering and in inquiry-based learning, the implementation failed to meet its counterhegemonic potential. In fact, it may have reproduced hegemonic practices that marginalized emergent bilingual Latinx students.
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Hopewell, Susan, and Sandra Butvilofsky. "Privileging bilingualism: Using biliterate writing outcomes to understand emerging bilingual learners’ literacy achievement." Bilingual Research Journal 39, no. 3-4 (November 21, 2016): 324–38. http://dx.doi.org/10.1080/15235882.2016.1232668.
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Major, Roy C. "THE BILINGUALISM READER. Li Wei (Ed.). London: Routledge, 2000. Pp. xv + 541. £18.99 paper." Studies in Second Language Acquisition 24, no. 3 (July 17, 2002): 491–93. http://dx.doi.org/10.1017/s0272263102233069.
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This volume consists of a collection of 18 chapters of previously published articles, mostly classic works on bilingualism (all but five were published before 1990). The majority of the authors are very well known and well respected scholars in the field: Auer, Blom, Ching, Clyne, de Bot, Ferguson, Fishman, Galloway, Genesee, Green, Grosjean, Gumperz, Jake, Mackey, Meisel, Milroy, Myers-Scotten, Obler, Paradis, Poplack, Vaid, Wei, and Zatorre. Wei's motivation for this reader is that it serve the dual purpose of compiling many of the important articles on bilingualism, which in many parts of the world are unavailable because of inadequate library facilities, and encourage researchers to read the original works rather than commentaries on them. As Wei put it, “I am nevertheless concerned that a new generation of ‘scholars' might be emerging out of a ‘hear-say' tradition” (p. ix).
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David, Emilia. "Tradurre il bilinguismo di uno scrittore che si autotraduce: Matei Vișniec." Caietele Echinox 39 (December 1, 2020): 226–38. http://dx.doi.org/10.24193/cechinox.2020.39.16.
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"I will present some aspects regarding the issue of the translation into a third language or into a different idiom of some dramatic works written both in Romanian and in French by the bilingual and bicultural writer Matei Vişniec. I will attempt to clarify the nature of various linguistic, cultural, anthropological or other differences, expressed in the two linguistic versions of each of these plays. An examination of these differences requires, in my opinion, knowledge not only of the linguistic registers of the cultures the author belongs to, but also a careful reflection on the mode of transposing (translating) his bilingualism. In addition, this study will highlight the presence, in Romanian and in French, of a series of elements and phenomena emerging in self-translations, which allow analyzing the peculiarities of Vişniec’s corpus of dramatic texts as amounting to a poetics of the bilingualism."
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Aronin, Larissa, and Ulrike Jessner. "Methodology in Bi- and Multilingual Studies." AILA Review 27 (December 31, 2014): 56–79. http://dx.doi.org/10.1075/aila.27.03aro.
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Research methodology is determined by theoretical approaches. This article discusses methods of multilingualism research in connection with theoretical developments in linguistics, psycholinguistics, sociolinguistics, and education. Taking a brief glance at the past, the article starts with a discussion of an issue underlying the choice of research methodology: the distinction between bilingualism and multilingualism. This is followed by an account of the way in which traditional methods of research diverge and have expanded to include additional methodologies, which are shown to accommodate new theories and the most recent data in the field. Special attention is paid to the emerging research directions employing methods of conceptualization. Overall, the paper presents a review of the current state-of- the- art including an account of the latest trends in research methodology on bilingualism and multilingualism, as well as a looking-forward analysis of the challenges and potential future methodological developments in the field.
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Xie, Wenhan, Jeanette Altarriba, and Bee Chin Ng. "Bilingualism, Culture, and Executive Functions: Is There a Relationship?" Languages 7, no. 4 (September 23, 2022): 247. http://dx.doi.org/10.3390/languages7040247.
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The relationship between executive functions (EF) and bilingualism has dominated debate in the field. This debate was characterised by optimism for a bilingual advantage until the last decade, when a steady stream of articles reported failure to find a consistently positive effect for bilingualism. In addition to addressing concerns about study quality, this turn of events has spurred research into other variables that may explain the conflicting findings. While recent studies have focused on sociodemographic variables and interactional contexts such as age, code-switching frequency, and socioeconomic class to account for various group and individual differences, the impact of culture is seldom scrutinised. This paper examines the possible effect of culture among bilingual studies on EF by first contextualising how bilingual EF are studied and outlining the absence of culture as a macro variable, followed by a discussion on how culture and language are often conflated. This paper directs attention to the small but emerging research that tracks the importance of culture as a separate variable from language. This review discusses why macro culture and individual monoculturalism or biculturalism need to be carefully elucidated as a factor that can interact with the bilingual experience in shaping EF.
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Freedman, Morris, Suvarna Alladi, Howard Chertkow, Ellen Bialystok, Fergus I. M. Craik, Natalie A. Phillips, Vasanta Duggirala, Surampudi Bapi Raju, and Thomas H. Bak. "Delaying Onset of Dementia: Are Two Languages Enough?" Behavioural Neurology 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/808137.
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There is an emerging literature suggesting that speaking two or more languages may significantly delay the onset of dementia. Although the mechanisms are unknown, it has been suggested that these may involve cognitive reserve, a concept that has been associated with factors such as higher levels of education, occupational status, social networks, and physical exercise. In the case of bilingualism, cognitive reserve may involve reorganization and strengthening of neural networks that enhance executive control. We review evidence for protective effects of bilingualism from a multicultural perspective involving studies in Toronto and Montreal, Canada, and Hyderabad, India. Reports from Toronto and Hyderabad showed a significant effect of speaking two or more languages in delaying onset of Alzheimer’s disease by up to 5 years, whereas the Montreal study showed a significant protective effect of speaking at least four languages and a protective effect of speaking at least two languages in immigrants. Although there were differences in results across studies, a common theme was the significant effect of language use history as one of the factors in determining the onset of Alzheimer’s disease. Moreover, the Hyderabad study extended the findings to frontotemporal dementia and vascular dementia.
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BIALYSTOK, ELLEN, KATHLEEN F. PEETS, and SYLVAIN MORENO. "Producing bilinguals through immersion education: Development of metalinguistic awareness." Applied Psycholinguistics 35, no. 1 (August 8, 2012): 177–91. http://dx.doi.org/10.1017/s0142716412000288.
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ABSTRACTThis study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French.
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Pan, Barbara Alexander, and Jean Berko Gleason. "The study of language loss: Models and hypotheses for an emerging discipline." Applied Psycholinguistics 7, no. 3 (September 1986): 193–206. http://dx.doi.org/10.1017/s0142716400007530.
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The study of language acquisition has enjoyed a robust history in recent years, with the advent of developmental psycholinguistics as a separate field, and with much attention to bilingualism and the acquisition of second languages by both children and adults. The loss of language skills by individual speakers has, by contrast, been a little researched area, with the exception of the field of aphasiology, which has developed roughly parallel with modern psycholinguistics. Typical situations in which language skills may be lost occur when an individual speaker of a language moves to an area where another language is dominant; when an ethnolinguistic minority child enters school and adopts the societal language; when a second language is no longer studied or needed; when a local language drops out of use and its speakers must adopt a more dominant language. As they grow older, young children appear to lose some language-related skills, such as the ability to make fine phonetic discriminations (see Burnham, this issue) and aging adults lose some language skills they once had.
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Bonilla Carvajal, Camilo Andrés, and Isabel Tejada-Sanchez. "Unanswered Questions in Colombia’s Foreign Language Education Policy." PROFILE Issues in Teachers' Professional Development 18, no. 1 (January 28, 2016): 185–201. http://dx.doi.org/10.15446/profile.v18n1.51996.
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<p class="normal"><span>Following the trend of much of the Western, non-English speaking world, Colombia has tirelessly strived for spreading English education in an effort to augment economic benefits. This paper aims at providing a critical account of foreign language education policy in Colombia, with special attention to English. It outlines the impact of its multiple transitions over the past decades through a historical description that overviews all previous policies, the critical reception by scholars, and present-day initiatives. We then move on to analysing the choice of English as a synonym for bilingualism and conclude with emerging questions that are to be considered for future debates and reassessments of Colombia’s English-Spanish bilingual education policy.</span></p>
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Sharaan, Shereen. "Conference review: The 5th Polyglot Conference, 2017." PsyPag Quarterly 1, no. 109 (December 2018): 46–49. http://dx.doi.org/10.53841/bpspag.2018.1.109.46.
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The Polyglot Conference is a two-day event that has taken place every year since 2013 and the first international gathering of language learning researchers, enthusiasts and multilinguals. Each year, the conference is hosted in a different country, with the 2017 conference held in Reykjavík, Iceland (registration costs ranging from 100–140 euros for the two-day event). From my choice of talks attended on languages and multilingualism, a dominant theme was concepts and techniques influencing language learning. This was my first attendance at the Polyglot Conference where I was invited to be a speaker on the newly emerging research theme of ‘bilingualism and autism’. The following article is a review of the event and it will include highlight talks, new themes and stand-out experiences at the Polyglot Conference 2017.
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Delcourt, Lauren. "Elitist, Inequitable and Exclusionary Practices: A Problem within Ontario French Immersion Programs? A Literature Review." Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings 2, no. 1 (March 7, 2019): 7–26. http://dx.doi.org/10.18192/jpds-sjpd.v2i1.3152.
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The 2013 Ontario French Second Language (FSL) Curriculum emphasizes inclusivity and bilingualism; however, many students are recommended to opt out of French Immersion (FI). The opting-out of students may support the strengthening of the program by establishing a reputation of success, but how does it affect the withdrawn child? Are FSL programs using best practices to support all learners equitably, or catering to the elite students as a result of misconceptions, lack of resources and professional training? To address these questions, an exploratory and focused literature review of Canadian publications, Ministry of Education documentations and global articles on the topic of bilingualism was conducted, focusing on the works of Genesee (2007) and Baker (2006) on natural language acquisition, Arnett and Mady (2017) on teachers’ and parents’ perspectives, and Gour (2015) and Wise (2012) who report on misconceptions regarding second language education. Emerging trends indicate that elitist practices and unequal access to FSL programs remain a prominent issue in Ontario classrooms. With the understanding that students with learning disabilities (LDs) can succeed in the FI program, removing these learners may in turn, be a disservice to their overall learning. Findings presented in this paper support the need to examine how learners’ abilities are being perceived by educational professionals to provide the necessary tools and supports for success, appropriate training to mitigate misconceptions, as well as retain a reputation for success in FSL programs through equitable means. Acknowledging such discrepancies between what serves as best teaching practice and making it possible in the classroom is necessary to reduce excuses of unpreparedness to meet students’ diverse needs and initiate reflection and training programs that prepare teachers to teach inclusively to all.
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Laboy Rodríguez, Julián Alí, and José Antonio Maldonado Martinez. "Study of the language from a sociocultural perspective." ÁNFORA 24, no. 43 (November 17, 2017): 17–38. http://dx.doi.org/10.30854/anf.v24.n43.2017.354.
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Objetive: this paper aims to determine the contributions of recent research on language from a sociocultural perspective.Methodology: a thematic content analysis was performed based on preestablished categories: internal language, teaching types, bilingualism, and other emerging categories: games and practical participation. Psych Info, EBSCO, JSTOR and RedALyC were the sources of information and 38 published research articles were selected from indexed journals since 2010.Results: from the sociocultural perspective, it was evident that, these studies contribute to a diversity of issues related to language, such as: practical participation, the process of change from a guided to an internal language, the importance of games in development, the benefits of explicit teaching, and the impact of learning a second language.Conclusions: it is concluded that some topics will seem to be studied in abundance but not from a Sociocultural Theory perspective. The human being is a product of different social, cultural and individual contexts; thus, there will always be different approaches to address issues related to language.
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Meskill, Carla, Jennifer Nilsen, and Alan Oliveira. "Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B’s Sheltered English Biology Classroom." AERA Open 5, no. 2 (April 2019): 233285841985048. http://dx.doi.org/10.1177/2332858419850488.
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The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B’s sheltered high school biology class, made up of ELs from around the world and representing varying stages of emerging bilingualism. The aim of this 2-year case study was to detail effective teaching patterns in a high-functioning multicultural science class—a class where the myriad linguistic, cultural, and affective needs of students are expertly met—and to subsequently suggest a model for understanding and undertaking powerful language and content learning supported by multimodal referents. From a rich data set comprising class recordings, interviews, reflections from Mrs. B, course documents, student work, and survey responses emerged a model of the language/content multimodal interface for teaching ELs.
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Hansen, Lynne. "Language attrition: the fate of the start." Annual Review of Applied Linguistics 21 (January 2001): 60–73. http://dx.doi.org/10.1017/s0267190501000046.
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This chapter reviews the literature on psycholinguistic aspects of language attrition over the past half decade. Descriptive data-based studies have continued to dominate during this time, providing needed groundwork for the emerging discipline. A few studies have continued theoretical threads from previous work, however, by examining attrition data from the perspectives of the regression hypothesis and markedness theory. We have also seen the beginnings of promising new lines of research which draw theoretical underpinnings from neighboring disciplines, most notably from the savings paradigm in cognitive psychology and from theories of codeswitching in bilingualism studies. Evidence on the effects in attrition of non-linguistic variables such as age, proficiency level, and literacy has continued to accumulate. Hesitation phenomena in attriter speech have begun to receive serious attention. Relearning, one of the main areas to potentially benefit from language attrition studies, is also gaining new research impetus at the turn of the century.
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JOBY, CHRISTOPHER. "French in early modern Norwich." Journal of French Language Studies 27, no. 3 (December 20, 2016): 431–51. http://dx.doi.org/10.1017/s0959269516000429.
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ABSTRACTMuch has been written about the use of French in medieval England. However, with one or two exceptions, relatively little has been written about the language in early modern England. This article aims to provide an account of the use of French as an emigrant language in one of the leading provincial cities in early modern England, Norwich. From 1565 onwards thousands of people from the French-language area migrated to England as a result of economic necessity and religious persecution. Many of them settled in Norwich. As well as these immigrants and their descendants, there were Dutch immigrants in Norwich who spoke French as well as several well-educated individuals from the local English population such as Sir Thomas Browne. This article describes the varieties of French used in Norwich, including Picard, the emerging standard French and Law French. It then discusses how French operated in the multilingual environment of early modern Norwich under the headings of language competition, language contact, bilingualism, code switching, translation, and finally, language shift and recession. It adds not only to our understanding of French in early modern England but also to the literature on French as an emigrant language.
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Eller, Stephanie, and David Nieto. "Idiolect and Identity: Fourth Grade Students’ Translanguaging, Comprehension, and Self-Identity." Association of Mexican American Educators Journal 15, no. 3 (December 15, 2021): 88–106. http://dx.doi.org/10.24974/amae.15.3.447.
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The practice of translanguaging offers emergent bilinguals the opportunity to access their full linguistic repertoire. This qualitative study uses the lenses of dynamic bilingualism and idiolect, or one’s own unique language patterns, to explore emergent bilinguals’ translanguaging and reading comprehension strategies during a reading think-aloud, as well as the ways that language factors into the construction of self-identity. Data collected from a think-aloud show that the five fourth-grade students used language flexibly when reading and comprehending the texts that were presented in both Spanish and English. The participants, in follow-up interviews, also explained ways that they use translanguaging strategies when communicating with different audiences and how their identity as bilinguals positions them as mediators of their own language use. These findings support the conclusion that when students’ idiolects are supported and encouraged, they are able to develop positive self-identities.
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Kelly-Holmes, Helen. "Sex, lies and thematising Irish." Thematising Multilingualism in the Media 10, no. 4 (December 5, 2011): 511–34. http://dx.doi.org/10.1075/jlp.10.4.03kel.
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Thematising Irish in the media reflects the complex and contradictory sociolinguistic and language-ideological situation in Ireland. This article explores some of that complexity by investigating a thread on an online discussion forum on the subject of the first ever party leaders’ debate in Irish that took place during the 2011 general election in Ireland. In the discussion thread, three particular discourses emerge: a “discourse of truth” about Irish as lacking both authority as a national language and authenticity as a minority language of a recognizable ethnic group; a discourse of “them and us”; involving a differentiation between “Irish speakers” and “non-Irish speakers”, largely based on notions of competence; and, finally, a newly emerging discourse of “sexy Irish”, which signals a commodification of Irish speakers as young, beautiful and mediatisable. The features of the forum and the online, real-time evolution of the discussion thread impact in a number of ways upon these discourses and ideologies. However, despite the possibilities afforded by the forum, which are utilized by posters for performing Irish in different ways, these everyday practices are effectively erased and invalidated by the prevailing discourses, which rely strongly on the notion of bilingualism as parallel and discrete monolingualisms.
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Spinu, Laura, Duke Shereen, Anastasiia Myslyk, and Mariany Rojas. "Exploring the connection between articulatory skill and phonetic and phonological learning: A magnetic resonance imaging study." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A263. http://dx.doi.org/10.1121/10.0016213.
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Research has revealed positive consequences of bilingualism on cognition, some of which have been collectively referred to as the ‘bilingual advantage’, although the term remains controversial. The lack of replicability of such studies is often ascribed to methodological issues, such as the difficulty of quantifying the bilingual experience. Emerging areas of research where a consistent bilingual advantage has been identified include studies on phonetic and phonological learning (PPL)—the ability to learn the features of a novel accent effectively after initial exposure. Our main goal is to explore articulatory skill as a potential mechanism underlying the differences in PPL between mono- and bilingual populations. We used MRI instrumentation to visualize the movements of the tongue, lips and velum as our English monolingual and English-Spanish bilingual participants (n = 24) were trained to produce unfamiliar speech sounds, specifically high front rounded vowels, low back nasalized vowels, and secondarily palatalized labiodental fricatives. We also administered a PPL task and a performance-based test of language proficiency. With data analysis underway, we hypothesize that PPL correlates with articulatory skill and proficiency modulates the results across the board. Our study thus adds to the body of work on the coupling between sensory and cognitive functions.
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Effendi, Ali Ma'sum, Setia Rini, and Erna Risfaula Kusumawati. "Bilingual Learning in Global English Class Learning Communities for Elementary School Level Children." Maharot : Journal of Islamic Education 6, no. 2 (December 31, 2022): 108. http://dx.doi.org/10.28944/maharot.v6i2.885.
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The era of industrial revolution 4.0 requires the mastery of science and technology so that mastering bilingualism becomes one of the most important needs of human life. A bilingual education program is an attempt to introduce children to a second language, especially English, which is implemented in education and training. The purpose of this study is to: (1) explore in depth the management implemented in the Global English Class Learning Community at the primary school age. (2) describes the implementation of bilingual education for elementary school children. (3) description of the results of the implementation of bilingual education among preschool children. This type of research is qualitative with an ethnographic approach, which is a method of deciphering and interpreting the system of emerging cultural or social groups. The subjects of this study were primary school children and teachers of the Global English Class Learning Community. The results of the study show that bilingual education in the Global English Class Learning Community has a positive effect on primary school children. The concept is used in different models, such as group learning, peer learning, field trips, mother tongue learning. The implementation of bilingual education in Global English Class shows a positive effect and is very useful for primary school children in acquiring the child's bilingual language.
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Klamer, Marian, and George Saad. "Reduplication in Abui: A case of pattern extension." Morphology 30, no. 4 (October 30, 2020): 311–46. http://dx.doi.org/10.1007/s11525-020-09369-z.
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Abstract This paper studies the effect of ongoing contact on the Abui reduplication system. Abui, a Papuan indigenous minority language of eastern Indonesia, has been in contact with the regional lingua franca, Alor Malay (Austronesian), for around 50–60 years. Throughout this period, contact with Alor Malay has affected different age groups in different ways across various levels of grammar. Here we compare Abui reduplication across four age groups: (pre)adolescents, young adults, adults, and elders, and show how the function and distribution of reduplication in the Abui spoken by younger speakers is affected by a combination of morphological PAT borrowing and lexical borrowing from Alor Malay. The changing patterns are first applied to the domain in which the two languages overlap: existing Abui verb reduplications become more Alor Malay-like with respect to their function, form, and productivity. The borrowing of an additional function of reduplication is analyzed as a type of complexification in Abui, while at the same time, Abui reduplication itself is demonstrated to also show simplification in terms of form. We argue that this change is induced by decades of stable bilingualism, and is further enhanced by the fact that reduplication is a universal morphological operation and can emerge spontaneously in language contact situations. Thus, the emerging trends reported here are explained by both borrowing from Alor Malay as well as incomplete acquisition of Abui.
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Kleyn, Tatyana, Dina López, and Carmina Makar. "What About Bilingualism?A Critical Reflection on the edTPA With Teachers of Emergent Bilinguals." Bilingual Research Journal 38, no. 1 (January 2, 2015): 88–106. http://dx.doi.org/10.1080/15235882.2015.1017029.
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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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Dias, Nelson, Alexandra Ayach Anache, and Ruberval Franco Maciel. "Os Limites e Contradições da Educação Bilíngue para Estudantes Surdos." Revista de Ensino, Educação e Ciências Humanas 21, no. 1 (June 17, 2020): 47–54. http://dx.doi.org/10.17921/2447-8733.2020v21n1p47-54.
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O objetivo desse artigo é discutir e problematizar a perspectiva da educação bilíngue dos estudantes surdos, indicando características monolíngues presentes nessa abordagem. Para tanto, relacionam-se, na introdução, questões sobre os limites e desafios nos processos educativos desses estudantes. A análise está dividida em três eixos: Orientação monolíngue, contradições na educação bilíngues e, translinguagem como possibilidades. Para fundamentar a discussão buscou-se problematizar aspectos históricos que reforçaram este paradigma ainda presente hoje na educação. Os resultados apresentam várias contradições entre a legislação linguística e os documentos de políticas públicas que orientam a educação bilíngue dos estudantes surdos. A partir dessas contradições, ao longo do texto, discute-se sobre a inserção de uma orientação monolíngue na perspectiva do bilinguismo para esse público. No terceiro eixo de análise, levantam-se possibilidades de ampliar os conceitos de língua e linguagem na educação bilíngue sob a ótica da abordagem da translinguagem. Conclui-se que o bilinguismo na educação dos estudantes surdos não acontece como determina a legislação. Políticas públicas relacionadas a essa questão ainda favorecem a uma orientação que exclui o sujeito nos processos de ensino e aprendizagem. A perspectiva da translinguagem aponta para possibilidades emergentes que podem trazer um novo olhar na educação bilíngue dos estudantes surdos.
Palavras-chave: Translinguagem. Linguagem. Políticas Públicas.
Abstract
The aim of this article is to discuss and problematize the perspective of bilingual education for deaf students, indicating monolingual characteristics present in this approach. Therefore, questions about the limits and challenges in the educational processes of these students are listed in the introduction. The analysis is divided into three axes: Monolingual orientation, bilingual contradictions in education, and translanguaging as possibilities. To support the discussion, we sought to problematize historical aspects that reinforced this paradigm still present today in education. The results present several contradictions between the linguistic legislation and the public policy documents that guide the bilingual education of deaf students. Based on these contradictions, the text discusses the insertion of a monolingual orientation in the perspective of bilingualism for deaf. In the third axis of analysis, possibilities are raised for expanding the concepts of language and languaging in bilingual education from the perspective of the translanguaging approach. It is concluded that bilingualism in the education of deaf students does not happen as required by law. Public policies related to this issue still favor an orientation that excludes the subject in the teaching and learning processes. The perspective of translanguaging points to emerging possibilities that can bring a new look to the bilingual education of deaf students.
Keywords: Translanguaging. Language. Public Policy.
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Ostorga, Alcione N. "Translingual Practices for the Development of Latinx Teacher Candidates: A Pedagogy for the Border." Association of Mexican American Educators Journal 15, no. 3 (December 15, 2021): 69–87. http://dx.doi.org/10.24974/amae.15.3.446.
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This article explores the application of translingual pedagogies within a course on the development of bilingualism for Latinx bilingual teacher candidates (BTCs) in the U.S.-Mexico borderlands. Using a self-study methodology, it examines the application of translanguaging pedagogies for Latinx BTCs, and their evolving language ideologies. The participants were mostly emergent bilinguals (EBs) whose native Spanish language development was negatively impacted by hegemonic educational practices in the local K-12 schools. Therefore, while the first aim of my pedagogical practices was to promote learning of the content of the course, a second aim was to promote the development of academic Spanish language abilities, required for bilingual teacher certification. Findings include how the use of a translingual dialogic teaching approach led to the emergence of 1) a critical stance with an awareness of bilingualism as an advantageous resource in learning, and 2) the development of initial principles for their future practices that value translanguaging.
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Dodwell, Eithne. "Building on emergent bilingualism." Education 3-13 25, no. 1 (March 1997): 27–31. http://dx.doi.org/10.1080/03004279785200071.
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Fuller-Thomson, Esme. "Emerging evidence contradicts the hypothesis that bilingualism delays dementia onset. A Commentary on “Age of dementia diagnosis in community dwelling bilingual and monolingual Hispanic Americans” by Lawton et al., 2015." Cortex 66 (May 2015): 170–72. http://dx.doi.org/10.1016/j.cortex.2015.01.024.
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Cychosz, Margaret. "Bilingual adolescent vowel production in the Parisian suburbs." International Journal of Bilingualism 23, no. 6 (July 11, 2018): 1291–315. http://dx.doi.org/10.1177/1367006918781075.
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Aims and objectives: The study examines how bilingualism and adolescent identity interact to influence acoustic vowel patterns. This is examined in students at a secondary school in the socially and economically disadvantaged working-class Parisian suburbs. Design: The front, round vowels /y/, /ø/, and /œ/ were analyzed in the speech of ( N = 22) adolescents. Three student groups were juxtaposed: monolingual Franco-French ( N = 9) and two simultaneous bilingual groups, Arabic-French ( N = 6), and Bantu-French ( N = 7). Crucially, unlike French, these contact languages do not have phonemically round front vowels. Data and analysis: To elicit naturalistic speech, sociolinguistic interviews were conducted with students speaking in dyads or small groups. Vowel roundedness, derived from acoustic measurements of the third formant and the difference between the third and second formants, was compared across speaker groups. Findings: Results show an effect of bilingual status for male speakers – monolingual speakers pattern differently from both bilingual groups. Still, bilingual Bantu-French and Arabic-French speakers show some distinct patterning. This suggests influences beyond first-language phonology on bilingual speakers’ production of French. Originality: This is one of the first studies to look beyond Arabic substrate influence in emerging Hexagonal urban youth vernaculars. It contributes naturalistic data from those most prone to language change, adolescents, for the study of French in contact. Finally, the study proposes a type of ‘laboratory in the field’: because none of the contact languages contrast vowels by roundedness, first-language influence is controlled for and the effect of social stigmatization upon speech can be isolated. Implications: The findings suggest that the social and ethnic divisions between dominant ethnic groups and minorities of immigrant descent may even be reflected in their phonetic patterning. Because these patterns are present in adolescents, who are the source of much language change, a connection between segregation and language change is drawn.
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Tsiplakou, Stavroula. "Doing (Bi)lingualism: Language alternation as performative construction of online identities." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 3 (September 1, 2009): 361–91. http://dx.doi.org/10.1075/prag.19.3.04tsi.
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The purpose of this paper is to examine practices of language alternation in email communication among native speakers of Greek and to argue that such practices are a facet of the performative construction of an ‘online’ communicative identity. In the slowly-growing body of literature on linguistic practices in computer-mediated communication (CMC) or computer-mediated discourse (CMD) it is emerging that concomitant aspects of linguistic performance relate to the construction of particular sociolinguistic identities relevant to the medium, or, to adopt a less radical perspective, that sociolinguistic identities typical of face-to-face or written interaction are mediated by the social/communicative practices and norms relevant to, or accruing to, types of CMD. Language alternation features prominently among the mechanisms used in constructing such novel linguistic/social-performative identities. In this context, the research presented in this paper examines the performance of a group of six native speakers of Greek, who are also part of a relatively closely-knit social network. The analysis reveals extensive code-switching between Greek and English, both inter- and intra-sentential, with English covering around 20% of the total of words used. The qualitative analysis shows that expressions of affect and evaluative comments are mostly in English, while Greek is reserved for the transmission of factual/referential information. The data further reveal that extensive style- or register-shifting and mixing is a favored strategy among members of the group; such mixing includes shifting among dialects or sociolects of Greek, the use of other languages, and, notably, the use of constructed words and structures with humorous overtones. This complex type of language play is an overarching feature of the group’s (socio)linguistic performance in asynchronous electronic communication, which may single them out as a localized community of practice. The data highlight the theoretical and methodological necessity for fine-grained accounts of specific types of CMD, which can be tackled not in terms of overarching macro-contextual linguistic and extralinguistic variables, but as dynamic reflexes both of specific participant constellations and of the negotiation of emerging generic norms within localized communities of practice. The paper also presents and discusses a quantitative study of views and attitudes on language alternation expressed by subjects who code-switch systematically on email, in an attempt to gauge the types of metalinguistic awareness involved. It emerges from the quantitative study that users abstract away from ‘phobic’ attitudes towards the use of English and that they treat language alternation as a manifestation of balanced or functional bilingualism, which is furthermore situation-specific and ‘genre’-appropriate.
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Reyes, Iliana. "Exploring connections between emergent biliteracy and bilingualism." Journal of Early Childhood Literacy 6, no. 3 (December 2006): 267–92. http://dx.doi.org/10.1177/1468798406069801.
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BULLOCK, BARBARA E., and ALMEIDA JACQUELINE TORIBIO. "Introduction: Convergence as an emergent property in bilingual speech." Bilingualism: Language and Cognition 7, no. 2 (July 23, 2004): 91–93. http://dx.doi.org/10.1017/s1366728904001506.
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In introducing this special issue of Bilingualism: Language and Cognition, we feel it is critical to clarify what we understand ‘linguistic convergence’ to mean in the context of bilingualism, since ‘convergence’ is a technical term more readily associated with the field of language contact than with the field of bilingualism (for recent discussions of the role of convergence in contact see Thomason and Kaufman, 1988; Thomason, 2001; Myers-Scotton, 2002; Clyne, 2003; Winford, 2003). Within the language contact literature, the term invites a variety of uses. Some researchers adopt a definition of convergence that requires that all languages in a contact situation change, sometimes to the extent that the source of a given linguistic feature cannot be determined (see April McMahon's commentary in this issue). For others, convergence may be more broadly defined to also apply to situations in which one language has undergone structural incursions of various sorts from contact with another.
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Schissel, Jamie L., and Martha Reyes. "Preparing to teach emergent bilinguals." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 290–312. http://dx.doi.org/10.1558/jmtp.17669.
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Our ethnographic action research case study addresses the unique concerns that arise when expanding bilingual education methods within teacher education for non-ESL preservice teachers concerning ideological and practice-based shifts in pedagogy. The conceptual framework connects language ideologies and pedagogical practices. The qualitative analyses of three key assignments document preservice teachers’ ideological leanings as tending toward heteroglossia, tending toward monoglossia, or ideologies in flux. Our findings illustrate the attempts by preservice teachers to engage in practices along continua of heteroglossic and monoglossic language ideologies and the importance of defining concrete practices that value bilingual community knowledge.
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SORACE, ANTONELLA. "Native language attrition and developmental instability at the syntax-discourse interface: Data, interpretations and methods." Bilingualism: Language and Cognition 7, no. 2 (July 23, 2004): 143–45. http://dx.doi.org/10.1017/s1366728904001543.
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Montrul's study is an important contribution to a recently emerged research approach to the study of bilingualism and languages in contact, characterized by its sound theoretical basis and its reliance on data from different – and traditionally non-integrated – domains of language development: bilingual first language acquisition (Müller and Hulk, 2001; Paradis and Navarro, 2003; Serratrice, 2004; Serratrice, Sorace and Paoli, in press), adult second language acquisition (Filiaci, 2003; Sorace, 2003), and native language attrition (Gurel, 2002; Tsimpli, Sorace, Heycock and Filiaci, in press). The generalization that is emerging from this approach is that interfaces between syntax and other cognitive systems (i.e. discourse pragmatics, lexical-semantics) exhibit more developmental instability than narrow syntax. For L1 attrition, which is the specific focus of the paper, this means that aspects of grammar at the syntax–discourse interface are more vulnerable to attrition than purely syntactic aspects. The identification of restrictions on the domain of occurrence of attrition is consistent with much previous descriptive research on this topic (e.g. Seliger and Vago, 1991). More recently, the same conclusion has been reached by a study on individual language attrition by Tsimpli et al. (in press), who investigated knowledge of the referential pronominal system in Greek and Italian in very advanced speakers of English. In this paper, Montrul tests the generalization on second-generation speakers of Spanish – or “heritage speakers” – a bilingual group that presents different characteristics from the adult L2 speakers investigated in Tsimpli et al.'s study. In addition to referential subjects, she also focuses on a different interface area of grammar – direct objects – that had not been investigated before. In these respects, Montrul's study is a welcome development. In other respects, however, the data are less than convincing and do not allow a straightforward interpretation. My commentary focuses on three fundamental questions raised not only by this study, but also by this type of research in general. The main focus will be the expression of referential subjects since this aspect of grammar has been investigated in other studies and therefore offers the possibility of direct comparison among results.
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Meskill, Carla, Gulnara Sadykova, and Albina Kayumova. "Mediating digital screens with very young emerging bilinguals." Bilingual Research Journal 43, no. 2 (April 2, 2020): 137–56. http://dx.doi.org/10.1080/15235882.2020.1743383.
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