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1
Guimaraes, Sofia, and Eric Parkins. "Young Bilingual Children’s Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals." International Journal of Educational Psychology 8, no. 3 (October 24, 2019): 216. http://dx.doi.org/10.17583/ijep.2019.4099.
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Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six-to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children.
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Harris, Josette G., C. Munro Cullum, and Antonio E. Puente. "Effects of bilingualism on verbal learning and memory in Hispanic adults." Journal of the International Neuropsychological Society 1, no. 1 (January 1995): 10–16. http://dx.doi.org/10.1017/s1355617700000059.
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AbstractThe effect of bilingualism on qualitative aspects of verbal learning and memory was investigated. Equivalent list learning tests in English and Spanish were carefully constructed, and compared across two bilingual Hispanic groups of Mexican origin that differed in their level of English proficiency (“balanced” and “nonbalanced” bilinguals) and a group of monolingual English-speaking non-Hispanic subjects. Groups were matched for age, education, and gender composition. Nonbalanced bilinguals assessed in English utilized semantic clustering to the same extent as monolinguals, but learned fewer words overall, and demonstrated lower retention scores compared to monolinguals. Comparisons of groups assessed in their dominant languages, however, revealed no significant differences on any of the learning and memory indices examined. In addition to comparisons with standard clinical memory indices, assessment issues concerning bilingual individuals are addressed. (JINS, 1995, I, 10–16.)
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Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (October 30, 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.
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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.
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WARMINGTON, MEESHA A., SWATHI KANDRU-POTHINENI, and GRAHAM J. HITCH. "Novel-word learning, executive control and working memory: A bilingual advantage." Bilingualism: Language and Cognition 22, no. 04 (July 5, 2018): 763–82. http://dx.doi.org/10.1017/s136672891800041x.
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Studies of the effects of bilingualism on cognition have given results that do not consistently replicate, reflecting at least in part wide differences in criteria for bilingualism and heterogeneity of language combinations within studied samples. We examined the bilingual advantage in attention, working memory and novel-word learning in early sequential Hindi–English bilinguals. We sought to clarify the aspects of cognition that benefit from bilingualism by using multiple measures and a sample sufficiently well-defined to permit independent replication. Bilinguals outperformed monolinguals on response inhibition, novel-word learning and almost all working memory tasks. In contrast, both groups performed comparably on selective attention. Analyses of individual differences showed that bilingual novel-word learning was related to their verbal working memory and ability to inhibit an ongoing action, whereas this was not the case for monolinguals. Results indicate a specific bilingual advantage that is confined to some but not all aspects of cognition.
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Rosselli, Mónica, David A. Loewenstein, Rosie E. Curiel, Ailyn Penate, Valeria L. Torres, Merike Lang, Maria T. Greig, William W. Barker, and Ranjan Duara. "Effects of Bilingualism on Verbal and Nonverbal Memory Measures in Mild Cognitive Impairment." Journal of the International Neuropsychological Society 25, no. 1 (October 18, 2018): 15–28. http://dx.doi.org/10.1017/s135561771800070x.
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AbstractObjectives:Maintaining two active languages may increase cognitive and brain reserve among bilingual individuals. We explored whether such a neuroprotective effect was manifested in the performance of memory tests for participants with amnestic mild cognitive impairment (aMCI).Methods:We compared 42 bilinguals to 25 monolinguals on verbal and nonverbal memory tests. We used: (a) the Loewenstein-Acevedo Scales for Semantic Interference and Learning (LASSI-L), a sensitive test that taps into proactive, retroactive, and recovery from proactive semantic interference (verbal memory), and (b) the Benson Figure delayed recall (nonverbal memory). A subsample had volumetric MRI scans.Results:The bilingual group significantly outperformed the monolingual group on two LASSI-L cued recall measures (Cued A2 and Cued B2). A measure of maximum learning (Cued A2) showed a correlation with the volume of the left hippocampus in the bilingual group only. Cued B2 recall (sensitive to recovery from proactive semantic interference) was correlated with the volume of the hippocampus and the entorhinal cortex of both cerebral hemispheres in the bilingual group, as well as with the left and right hippocampus in the monolingual group. The memory advantage in bilinguals on these measures was associated with higher inhibitory control as measured by the Stroop Color-Word test.Conclusions:Our results demonstrated a superior performance of aMCI bilinguals over aMCI monolinguals on selected verbal memory tasks. This advantage was not observed in nonverbal memory. Superior memory performance of bilinguals over monolinguals suggests that bilinguals develop a different and perhaps more efficient semantic association system that influences verbal recall. (JINS, 2019, 25, 15–28)
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Blom, Elma, and Tessel Boerma. "Effects of language impairment and bilingualism across domains." Linguistic Approaches to Bilingualism 7, no. 3-4 (March 7, 2017): 277–300. http://dx.doi.org/10.1075/lab.15018.blo.
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Abstract Purpose: This study examined the effects of language impairment (LI) and bilingualism across vocabulary, morphology and verbal memory in a sample of children learning Dutch. Methods: Children (MAGE = 71 months) were assigned to a monolingual group with typical development (TD) (n = 30), bilingual TD (n = 30), monolingual LI (n = 30) or bilingual LI group (n = 30). Vocabulary was measured with the Peabody Picture Vocabulary Test, morphology with the Taaltoets Alle Kinderen, verbal short-term (VSTM) and working memory (VWM) with forward and backward digit span tasks. Results: Language knowledge (vocabulary, morphology) was affected by LI and bilingualism. Language processing (VSTM, VWM) was influenced by LI only. When language knowledge was controlled, the bilinguals outperformed the monolinguals on VSTM and VWM when TD and LI were collapsed. Bilingualism aggravated the effects of LI for vocabulary. Conclusions: Bilingualism may create a risk for the vocabulary knowledge of children with LI, but might be beneficial for their verbal memory.
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Shishkin, Elena, and Peter Ecke. "Language Dominance, Verbal Fluency, and Language Control in two Groups of Russian–English Bilinguals." Languages 3, no. 3 (July 14, 2018): 27. http://dx.doi.org/10.3390/languages3030027.
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This study explored language dominance, verbal fluency, and language control abilities of two groups of younger and older Russian–English bilinguals who had spent similar amounts of time as immigrants in the U.S. Verbal fluency tasks (based on letter and semantic cues, including a new method to elicit parallel letter-fluency data for Russian and English) were used to measure the bilinguals’ current lexical retrieval skills in addition to self-assessments of language proficiencies at time of study and time of arrival. Stroop tasks (naming colors with incongruent cues) were used to measure younger and older bilinguals’ ability to control interference during color-naming. Findings demonstrate that the older immigrants were less fluent in L2 naming tasks and that they remained dominant (more proficient) in their L1 whereas the younger immigrants had become relatively balanced bilinguals in terms of proficiency, fluent in both the L1 and L2. Younger and older bilinguals were equally capable of controlling interference across and within the two languages. We propose that it is not balance in bilingual proficiency that positively affects language control abilities, but balance as stability of language systems. Stability of language systems can be achieved if bilingual usage patterns remain relatively constant over several years and if no radical changes in language learning and maintenance efforts are required.
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Novitskiy, N. Yu. "Features of brain functioning in bilinguals while performing speech and general cognitive tasks." Современная зарубежная психология 5, no. 4 (2016): 77–84. http://dx.doi.org/10.17759/jmfp.2016050408.
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This article gives an overview of the current status of the problem of plastic brain changes in connection with the study of a foreign language. It links learning of languages with bilingualism, which is a widespread phenomenon in contemporary world. Recent surveys indicate that learning and using additional languages has a direct impact on the overall human cognitive functions whose mechanisms are relatively unknown. In this regard, the most important challenge facing the world today is neuro-biological mechanisms of interaction of languages in the brain of a bilingual and their impact on verbal and nonverbal brain function. Despite the large amount of experimental material on this issue, the data remains controversial, and many authors put under question the existence of such benefits. Possible reason for the discrepancy is a great heterogeneity among bilinguals. In conclusion the article stresses the importance of research of cognitive control in bilinguals in different groups of bi-and multilingual subjects.
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Buac, Milijana, and Margarita Kaushanskaya. "Predictors of Theory of Mind performance in bilingual and monolingual children." International Journal of Bilingualism 24, no. 2 (February 14, 2019): 339–59. http://dx.doi.org/10.1177/1367006919826866.
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Aims and objectives/purpose/research questions: The goal of the current study was to examine whether language and Executive Function (EF) skills predict Theory of Mind (ToM) performance in bilingual and monolingual children. Design/methodology/approach: Participants included 44 monolingual English-speaking children ( MAge = 7.03, SD = 1.23), 44 simultaneous English-Spanish bilingual children ( MAge = 7.36, SD = 1.18), and 27 English first language (L1) bilinguals (native English speakers learning Spanish through dual immersion programs; MAge = 7.58, SD = 1.24). In the second-order false belief task, children were asked to reason about one character’s thoughts about another character’s thoughts. Three components of EF were measured: inhibition (via a flanker task); updating of working memory (via a Corsi blocks task); and shifting (via a card sort task). The Clinical Evaluation of Language Fundamentals 4th Edition indexed omnibus English language skills. Data and analysis: Separate logistic regression models were constructed to analyze the predictors of ToM performance for each group controlling for age, socioeconomic status, and non-verbal IQ. Findings/conclusions: Language ability, but not EF skills, predicted ToM performance in simultaneous bilinguals. In contrast, EF skills but not language predicted ToM performance in monolinguals and in English L1 bilinguals. Originality: This is the first study to show that children with distinct language acquisition histories approach verbal ToM problems differently. Significance/implications: It appears that the linguistic demands of the ToM task take priority for children with lower levels of target-language ability, while the cognitive demands of the task take priority for children with higher levels of target-language ability.
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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
References
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Ester, Pilar, Isabel Morales, Álvaro Moraleda, and Vicente Bermejo. "The Verbal Component of Mathematical Problem Solving in Bilingual Contexts by Early Elementary Schoolers." Mathematics 9, no. 5 (March 6, 2021): 564. http://dx.doi.org/10.3390/math9050564.
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The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students’ contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students’ effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts.
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Opoku, J. Y. "Second language proficiency differences in the learning of semantically-equivalent bilingual sentences." Applied Psycholinguistics 8, no. 1 (March 1987): 75–84. http://dx.doi.org/10.1017/s0142716400000084.
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ABSTRACTThree groups of subjects who used English as a second language and who were considered to be at different levels of proficiency in English participated in a study of transfer of learning from English to Yoruba, their native language, and from Yoruba to English. It was predicted that total transfer from one language to the other would decrease with increasing proficiency in English and that transfer from Yoruba to English would be higher than from English to Yoruba at lower levels of proficiency in English. Findings showed rather that total transfer increased with increasing proficiency in English and that transfer from English to Yoruba was higher than from Yoruba to English for all groups. It is concluded that on a verbal transfer task, bilinguals show development from independent to interdependent language systems with increasing proficiency in a second language.
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Bogaerts, Louisa, Noam Siegelman, Tali Ben-Porat, and Ram Frost. "Is the Hebb repetition task a reliable measure of individual differences in sequence learning?" Quarterly Journal of Experimental Psychology 71, no. 4 (January 1, 2018): 892–905. http://dx.doi.org/10.1080/17470218.2017.1307432.
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The Hebb repetition task, an operationalization of long-term sequence learning through repetition, is the focus of renewed interest, as it is taken to provide a laboratory analogue for naturalistic vocabulary acquisition. Indeed, recent studies have consistently related performance in the Hebb repetition task with a range of linguistic (dis)abilities. However, despite the growing interest in the Hebb repetition effect as a theoretical construct, no previous research has ever tested whether the task used to assess Hebb learning offers a stable and reliable measure of individual performance in sequence learning. Since reliability is a necessary condition to predictive validity, in the present work, we tested whether individual ability in visual verbal Hebb repetition learning displays basic test–retest reliability. In a first experiment, Hebrew–English bilinguals performed two verbal Hebb tasks, one with English and one with Hebrew consonant letters. They were retested on the same Hebb tasks after a period of about 6 months. Overall, serial recall performance proved to be a stable and reliable capacity of an individual. By contrast, the test–retest reliability of individual learning performance in our Hebb task was close to zero. A second experiment with French speakers replicated these results and demonstrated that the concurrent learning of two repeated Hebb sequences within the same task minimally improves the reliability scores. Taken together, our results raise concerns regarding the usefulness of at least some current Hebb learning tasks in predicting linguistic (dis)abilities. The theoretical implications are discussed.
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Kutsenko, T., D. Nasiedkin, L. Latyshenko, and M. Gavrylenko. "Relation of success in study of foreign language with speed of interhemispheric transfer of information." Bulletin of Taras Shevchenko National University of Kyiv. Series: Problems of Physiological Functions Regulation 26, no. 1 (2019): 25–30. http://dx.doi.org/10.17721/1728_2624.2019.26.25-30.
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Bilingual speakers seem to outreach monolingual speakers in performing non-verbal tasks for testing executive functions, such as Simon, Flanker and Stroop tasks, as well as in capacity of working memory. Other researchers have doubts about these cognitive benefits of bilinguals and multilinguals. The study used a combined test with the tasks of the Stroop, Poffenberger, Sperry in native (Ukrainian) and foreign (English) languages. Schoolboys of lyceum were the subjects surveyed (14-15 years old). Stimuli (the word "Green" or "Red", "Blue" or "Yellow" written in relevant or irrelevant color) were exposed on the right or left from the center of the screen. In the case of congruence the word and its semantic meaning should press one button by the ipsilateral hand ("yes"), while in the case of mismatch – the other button by the contralateral one ("no"). Latent periods of response to stimuli, which reflect the speed of the interhemispheric transfer of information, were taken into account. Correlation analysis of the success in study in the nine subjects of the three blocks (humanities, natural and formal disciplines) reveal a direct correlation of speed of reaction when performing the complex Stroop test in both the native and English languages with the success in the learning English language, what may indicate on special dependence of the success from interhemispheric interaction. In order for the foreign language to be automated and become "all the more native", it is need the fast access of the executive structures of the brain, such as the front-parietal neural network, to the linguistic neural networks, presented in both hemispheres. According to literature, the inhibitory control mechanism from the dorsolateral prefrontal cortex as the key structure of the front-parietal brain system may be one of several mechanisms underlying bilingual superiority. The results obtained by us complement this conception, indicating the importance of the speed of interhemispheric interaction.
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GREEN, DAVID W., JENNY CRINION, and CATHY J. PRICE. "Exploring cross-linguistic vocabulary effects on brain structures using voxel-based morphometry." Bilingualism: Language and Cognition 10, no. 2 (July 2007): 189–99. http://dx.doi.org/10.1017/s1366728907002933.
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Given that there are neural markers for the acquisition of a non-verbal skill, we review evidence of neural markers for the acquisition of vocabulary. Acquiring vocabulary is critical to learning one's native language and to learning other languages. Acquisition requires the ability to link an object concept (meaning) to sound. Is there a region sensitive to vocabulary knowledge? For monolingual English speakers, increased vocabulary knowledge correlates with increased grey matter density in a region of the parietal cortex that is well-located to mediate an association between meaning and sound (the posterior supramarginal gyrus). Further this region also shows sensitivity to acquiring a second language. Relative to monolingual English speakers, Italian–English bilinguals show increased grey matter density in the same region. Differences as well as commonalities might exist in the neural markers for vocabulary where lexical distinctions are also signalled by tone. Relative to monolingual English, Chinese multilingual speakers, like European multilinguals, show increased grey matter density in the parietal region observed previously. However, irrespective of ethnicity, Chinese speakers (both Asian and European) also show highly significant increased grey matter density in two right hemisphere regions (the superior temporal gyrus and the inferior frontal gyrus). They also show increased grey matter density in two left hemisphere regions (middle temporal and superior temporal gyrus). Such increases may reflect additional resources required to process tonal distinctions for lexical purposes or to store tonal differences in order to distinguish lexical items. We conclude with a discussion of future lines of enquiry.
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Gonçalves, Talita dos Santos, Vanisa Fante Viapiana, Rochele Paz Fonseca, and Lilian Cristine Hübner. "Literacy, metalinguistic, and executive functions processing in bilingual children speakers of similar typology languages in a border area." Bilingualism: Language and Cognition 24, no. 4 (April 8, 2021): 758–66. http://dx.doi.org/10.1017/s1366728920000735.
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AbstractThis study aimed to analyze whether there are differences between bilingual (Brazilian Portuguese and Spanish) and monolingual (Brazilian Portuguese) school children regarding reading and writing learning achievement, in executive functions (EF) components and metalinguistic abilities. Twenty-three bilingual and 23 monolingual children, aged 6 to 8 years, were assessed in terms of their writing, reading, and metalinguistic abilities, and with verbal and non-verbal tasks testing EF. A bilingual advantage was observed in reading and writing abilities and in 16 of the 44 EF measures, including subcomponents of working memory, inhibition, cognitive flexibility, and executive attention, mainly in non-verbal paradigms, while monolingual children outperformed bilingual ones in three scores: counting errors (Five Digits Test), omission of bells (Bells test) and sequential trial B (Trail Making Test). There were moderate and weak effect sizes in metalinguistic subcomponents showing bilingual advantage. Literacy improvement seems to have the potential to increase linguistic and cognitive abilities.
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Piskun, Olga Yuryevna, Inessa Solomonovna Baskina, Valentina Anatolyevna Petrochenko, Elena Dmitrievna Shtatnyh, and Ruben Oganesovich Agavelyan. "Bilingual learning environment as a resource for the development of creative abilities and socio-psychological adaptation of hearing-impaired children." Science for Education Today 11, no. 2 (May 1, 2021): 172–96. http://dx.doi.org/10.15293/2658-6762.2102.08.
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Introduction. The article addresses the problem of bilingualism of deaf children in the educational process with the main focus on enhancing their creative abilities and socio-psychological adjustment. The purpose of the research is to study and describe the resource for the development of creative abilities and socio-psychological adaptation of children with hearing impairment. Materials and Methods. In this paper the authors provide a review of Russian and international studies into the role of bilingualism in deaf education. The evaluation of creative abilities and socialization of children with hearing impairment was conducted using the following projective methods: ‘Measurement of creative thinking’ (E. Torrance’s Incomplete figure test), N. V. Shaidurova’s measurement of older preschoolers’ creativity, ‘A picture of the family’ by T. G. Khomentauskas (adaptated by O. Y. Piskun and R. O. Agavelyan) as well as sets of survey methods including M. A. Panfilova’s “Sociometric questionnaire for children” and V. V. Tkacheva’s “Questionnaire for parents”. The sample consisted of 16 senior preschool age deaf children and their parents (n = 16). Results. Results. The authors identify the features of the development of creative abilities in children with hearing impairment: a slow formation of verbal speech, role-play interaction, and abstract thinking. The study reveals low socio-psychological adaptation, high parental deprivation and anxiety. In some cases, children are deprived of constructive interaction with their parents. It is emphasized that bilingual learning environment can be considered as a tool of deaf children’s social adjustment. The relevant learning environment can be created within the center of development and psychological and educational support for individuals with special education needs. Competent professionals (including those with disabilities) who use Russian sign language are motivated to communicate with deaf children and their parents for subsequent successful social integration and adjustment. Conclusions. The study concludes that within a personality-centered paradigm of a bilingual educational environment for creative development of children with hearing impairment and their socio-psychological adjustment, the leading factor is the bilingual approach to creating the center for psychological and educational support for families with the main focus on constructive interaction with deaf children.
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Webber, Troy A., Janice C. Marceaux, Edan A. Critchfield, and Jason R. Soble. "Relative impacts of mild and major neurocognitive disorder on rate of verbal learning acquisition." Archives of Clinical Neuropsychology 34, no. 6 (November 22, 2018): 803–8. http://dx.doi.org/10.1093/arclin/acy089.
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Abstract Objective The California Verbal Learning Test—second edition (CVLT-II) learning slope index may signal the presence of cognitive impairment, though the relative impacts of mild (MiND) and major (MaND) neurocognitive disorders on the rate of verbal learning acquisition remain unknown. Methods Latent intercept-only, linear, quadratic, and exponential models were fit to raw scores for the five CVLT-II learning trials of 197 veterans. Dummy-coded variables reflecting MiND and MaND predicted the growth factors. Results Quadratic growth best fit the data. MiND and MaND predicted reduced recall on each trial. MaND predicted reduced rate of learning acquisition (i.e., word gains per trial) over-and-above MiND, even after controlling for age, sex, education, race/ethnicity, and mono/bilingualism. Conclusions Nonlinear growth—with continuous but diminishing gains over trials—best characterized verbal learning acquisition. Reduced word recall each trial may help differentiate MiND from no neurocognitive disorder, while reduced rate of verbal learning acquisition may help differentiate MaND from MiND.
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Sofologi, Maria, Makrina Zafiri, and Vassiliki Pliogou. "Investigating the Relationship of Working Memory and Inhibitory Control: Bilingual Education and Pedagogical Implications in Elementary School." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 163–83. http://dx.doi.org/10.26803/ijlter.19.11.10.
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Present study aims to shed light on the relationship of working memory and executive functioning in bilingual elementary school children when compared with monolingual population of the same age. The investigation of the relationship between working memory and language learning abilities of children, who are bilingual, is particularly important as it plays a key role in understanding the literacy and language competence of bilingual populations. The purpose of this study was to examine Verbal Working Memory and Executive Functions in 20 bilingual elementary school students who were compared to 20 monolingual school-age students in different cognitive tasks. The research results showed that bilingual students did not appear to perform better in Working Memory compared to the performance of monolingual students of the same age. Correspondingly, bilingual students performed better in the task of inhibitory control and cognitive change. The findings of the present study reinforce the hypothesis that when learning a language, be it the mother tongue or the foreign /second language, the working memory does not correlate to all executive functions but forms a separate cognitive function. The implications of bilingual learning strategies in multicultural class settings are discussed as a pedagogical memory frame that can empower academic achievement while acknowledging the importance of acquiring standardized language skills by promoting a variety of memory strategies.
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Sofologi, Maria, Makrina Zafiri, and Vassiliki Pliogou. "Investigating the Relationship of Working Memory and Inhibitory Control: Bilingual Education and Pedagogical Implications in Elementary School." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 163–83. http://dx.doi.org/10.26803/ijlter.19.11.10.
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Present study aims to shed light on the relationship of working memory and executive functioning in bilingual elementary school children when compared with monolingual population of the same age. The investigation of the relationship between working memory and language learning abilities of children, who are bilingual, is particularly important as it plays a key role in understanding the literacy and language competence of bilingual populations. The purpose of this study was to examine Verbal Working Memory and Executive Functions in 20 bilingual elementary school students who were compared to 20 monolingual school-age students in different cognitive tasks. The research results showed that bilingual students did not appear to perform better in Working Memory compared to the performance of monolingual students of the same age. Correspondingly, bilingual students performed better in the task of inhibitory control and cognitive change. The findings of the present study reinforce the hypothesis that when learning a language, be it the mother tongue or the foreign /second language, the working memory does not correlate to all executive functions but forms a separate cognitive function. The implications of bilingual learning strategies in multicultural class settings are discussed as a pedagogical memory frame that can empower academic achievement while acknowledging the importance of acquiring standardized language skills by promoting a variety of memory strategies.
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Bengochea, Alain, Sabrina F. Sembiante, and Mileidis Gort. "An emergent bilingual child’s multimodal choices in sociodramatic play." Journal of Early Childhood Literacy 18, no. 1 (November 13, 2017): 38–70. http://dx.doi.org/10.1177/1468798417739081.
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In this case study, situated in a preschool classroom within an early childhood Spanish/English dual language programme, we examine how an emergent bilingual child engages with multimodal resources to participate in sociodramatic play discourses. Guided by sociocultural and critical discourse perspectives on multimodality, we analysed ways in which Anthony, a four-year-old emergent bilingual child, engaged in meaning-making during play through verbal, visual and actional modes and in conjunction with additional subcategories in his transmodal repertoire (e.g. translanguaging, sentence types, actual versus signified use of artefacts). Our results revealed differences in the ways Anthony engaged his verbal modes (e.g. monolingual languaging versus translanguaging; varying sentence types) together with actional and visual modes to accomplish adult-centric tasks versus creatively engaging in child-centric play. His translanguaging furthered his communication in tandem with the affordances of his visual and actional resources, depending on his play purposes and collaborators. Anthony’s case illustrates how emergent bilingual children access a variety of modes to participate in literate discourses in complex and varied ways. This article concludes with a discussion on the importance of thoroughly accounting for the contexts and multimodal supports in interactive learning spaces.
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Mažuolienė, Zita, and Ana Jankūnienė. "Bilingualism: Choices to be Made." Verbum 4 (February 6, 2013): 122–33. http://dx.doi.org/10.15388/verb.2013.4.4989.
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The present research focuses on parents’ decision to raise children with more than one language. Bilingualism in this article is considered to be not a result of environmental pressure or linguistic situation but the conscious choice made by the child’s parents. The article concentrates on three main steps in planning the child’s linguistic development: the choice of the language of pre-school (kindergarten) institution, the choice of the language of schooling, and parents’ choice to include non-formal language learning activities into the child’s daily routine. The research states that parents’ attitude towards teaching their children a non-native language depends on the linguistic group they belong to and their educational background. The results of the research confirm that lack of methodological knowledge prevents parents from or limits their ability to teach the child. The survey also proves that children whose parents do teach them non-native languages are more motivated and more successful at school than their peers. Therefore, careful planning of the child’s linguistic development is of primary importance and needs professional support from educational institutions.
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Trosset, Carol S. "The social identity of Welsh learners." Language in Society 15, no. 2 (June 1986): 165–91. http://dx.doi.org/10.1017/s0047404500000178.
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ABSTRACTThe process of the attempted acquisition of spoken Welsh by English speakers in Wales is examined ethnographically in relation to the native association of Welsh-language speech with a Welsh cultural identity. Perceptions of Welsh learners by members of other linguistic groups reveal the symbolic significance of the learning of a minority language. The status of learners as verbal performers is investigated, together with the psychological impact of that status and of the ambiguity of the learners' identity on the learning process. (Bilingualism, language learning, Wales/Welsh)
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Khotinets, Vera Yu, and Sofya A. Salnova. "Executive Functions and Their Relationship with the Development of Russian Speech in Bilingual and Monolingual Children." RUDN Journal of Psychology and Pedagogics 17, no. 3 (December 15, 2020): 412–25. http://dx.doi.org/10.22363/2313-1683-2020-17-3-412-425.
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The article discusses the results of a study of the relationship between executive functions (inhibitory control, cognitive flexibility, working (speech and visual) memory and the development of Russian speech in children with natural bilingualism and monolinguals in older preschool age. The study involved 63 preschool children (50.8% - boys) aged from 5.6 to 7.3 years (M = 6.42, Med = 6.4) from preschool institutions of Izhevsk (Udmurt Republic). The sample included 31 children with natural bilingualism (Udmurt/Russian language) and 32 monolinguals (Russian language). Standardised methods in the Russian-language version were used to identify the executive functions: the method of verbal-colour interference of by J. Stroop (inhibitory control), the method of studying the learning ability by A.Y. Ivanova (cognitive flexibility) and the test tasks Speech Memory and Visual Memory (working memory). The level of speech development was measured using the test tasks Speech Antonyms, Speech Classifications and Arbitrary Mastery of Speech developed by L.А. Yasyukova. The following mathematical statistics methods were used: descriptive statistics, Mann - Whitney U-test and Spearman rank correlations. According to the results of the study, the facts of the advantages of bilingualism in older preschool age in executive functions, in particular, in inhibitory control cognitive flexibility and speech memory were confirmed. At the same time, no general patterns were determined in the development of Russian speech (L2) in connection with the development of the executive functions of bilingual children: this is explained by the individualisation of the processes of linking the components of speech activity in the second language and cognitive control. In monolingual preschoolers, the speech development in their native language (L1) is associated with the formation of higher mental (executive) functions and the development of the ability to control information processing.
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Kaushanskaya, Margarita, Megan Gross, and Milijana Buac. "Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children." Developmental Science 17, no. 4 (February 27, 2014): 564–83. http://dx.doi.org/10.1111/desc.12142.
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Yang, Ping. "Intercultural Responsiveness: Learning Languages Other Than English and Developing Intercultural Communication Competence." Languages 5, no. 2 (June 2, 2020): 24. http://dx.doi.org/10.3390/languages5020024.
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This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little presence in Australian university curricula. No Australian universities require that students need to learn a LOTE to meet the course requirements. Learning a LOTE is conducive to both bilingual/multilingual and intercultural communication competence development. Furthermore, most current work studies intercultural verbal communication competence more than intercultural nonverbal communication competence. While intercultural verbal communication is audio-oriented, voiced, and externalized with open messages, intercultural nonverbal communication is visually oriented, silent, and internalized with hidden cues. Only when both components are considered can people achieve effective intercultural communication. The implications for learning a LOTE and developing intercultural communication competence are discussed.
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Gasquoine, Philip Gerard, Amy A. Weimer, and Marlene Orta. "Specificity rates for non-clinical, bilingual, Mexican Americans with California Verbal Learning Test3, verbal fluency, and Rey 15-IR performance validity measures." Clinical Neuropsychologist 33, no. 8 (December 26, 2018): 1445–54. http://dx.doi.org/10.1080/13854046.2018.1530374.
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Kersten, Kristin, Christina Schelletter, Ann-Christin Bruhn, and Katharina Ponto. "Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently." Languages 6, no. 3 (July 26, 2021): 124. http://dx.doi.org/10.3390/languages6030124.
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Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact with another language has been found to sometimes boost cognitive skills, even in intensive instructed settings, such as immersion programs (bilingual advantage hypothesis). In this paper, we report a cross-sectional study to assess grammar learning of 79 fourth grade German students learning L2 English in two immersion schools. Verbal teacher input was assessed using the Teacher Input Observation Scheme (TIOS, Items 14–25), and the learners’ L2 grammar comprehension was tested with the ELIAS Grammar Test II. Cognitive skills, including phonological awareness, working memory, and non-verbal intelligence, were determined using standardized assessment procedures. The results show that verbal input quantity and quality correlated significantly with the learners’ L2 grammar comprehension. None of the cognitive skills moderated the effect of input on grammar comprehension but all predicted it independently. The combination of L2 input and phonological awareness was found to be the most robust predictor of L2 grammar comprehension.
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Austin, Jennifer. "Delay, interference and bilingual development: The acquisition of verbal morphology in children learning Basque and Spanish." International Journal of Bilingualism 13, no. 4 (December 2009): 447–79. http://dx.doi.org/10.1177/1367006909353234.
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Riches, Nick. "Commentary on special issue: Syntax and verbal short term memory." First Language 40, no. 4 (July 9, 2020): 500–506. http://dx.doi.org/10.1177/0142723720935242.
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Short term memory (STM) and working memory (WM) performance consistently predict language abilities in children with developmental language disorders. However, causality is not fully established. Moreover, evidence from the fine-grained analysis of STM/WM tasks and comprehension of complex sentences, suggests that long term memory (LTM) representations play an important role. Critical assessment of the articles in the special edition focuses on Zebib et al. and Stanford and Delage. Zebib et al. find that sentence repetition by bilingual language-impaired children more strongly reflects WM than overall linguistic ability. This suggests a dependence on WM when linguistic representations are impoverished. However, the process of ranking predictors is problematic. Stanford and Delage find that STM/WM difficulties affect the processing of complex sentences by individuals with Specific Learning Disabilities. Yet, LTM-based explanations focusing on input frequency may also explain this phenomenon. To make progress we need a combination of experimental studies and large-scale longitudinal studies.
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Takemoto, Madoka, Carolyn Tait, and Margaret Gleeson. "Much more than talking: An emergent bilingual learner’s interactions in a New Zealand early childhood centre." New Zealand Annual Review of Education 22 (December 19, 2017): 95. http://dx.doi.org/10.26686/nzaroe.v22i0.4147.
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This qualitative study uses a sociocultural perspective to examine the interactions of a child from a Chinese speaking home with his peers in a New Zealand early childhood centre. He was 3 years 3 months at the time of data collection. Data were gathered in three five-minute video recordings taken over a period of three weeks during free play in a group of children. Deductive coding revealed themes of active interaction, emotion, influence, and verbal interaction. The analysis, using Hawkins’ (2004) perspectives of learning environments, indicated that the use of culturally inclusive resources during free play allowed the children to create a community of learners and scaffold social and linguistic learning. The teacher chose to observe these interactions. One implication is that free play in an early childhood education environment without direct teacher guidance can be an important part of facilitating the learning of emergent bilingual children.
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Zink, D. N., H. Kuwabara, E. Reyes, S. Gomez-Batista, A. Reyes, E. Alvarez, G. P. Strauss, and D. N. Allen. "Influence of Acculturation on Emotional Learning and Memory in Spanish and English Speakers." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1282. http://dx.doi.org/10.1093/arclin/acz029.49.
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Abstract Objective The Emotional Verbal Learning Test-Spanish (EVLT-S) is a novel list learning test similar in structure to traditional verbal memory tests but contains words from 4 discrete emotional categories. Influence of acculturation on emotional learning was examined on EVLT-S learning trials 1 to 5. Participants and Method Participants included 50 bilingual healthy individuals in the Spanish-dominant group (Age M = 20.3years; 72% female) and 27 in the English-dominant group (Age M = 23.4years, 51.9% female). They were administered a battery of tests including the EVLT, a non-emotional verbal list learning test (LLT), Vocabulary (VC), Digit Span (DS), and The Short Acculturation Scale for Hispanics (SASH) in their dominant language. To examine learning curves a mixed model ANOVA was conducted with test (EVLT-S/EVLT, LLT-S/LLT) and trial as within-subjects variables and group (Spanish, English) as a between-subjects variable. Results There were significant main effects (p < .005) for test, trial, and group. The Spanish-dominant group had the lowest overall performance on the EVLT-S (main effect for group). Post hoc comparisons of the Spanish-dominant group’s LLT-S and EVLT-S performance indicated significant differences at each trail (p < .01), with the EVLT-S scores being lower than the LLT-S scores. The ANOVA was repeated with VC, DS, and SASH included as covariates. When controlling for these variables, the main effect for group was no longer significant. A significant trial by acculturation interaction effect emerged (p<.05), with the English-dominant group generally performing better than the Spanish-dominant group. Conclusions Results suggest that Spanish and English language group differences were largely accounted for by word knowledge (VC), working memory (DS), and acculturation differences (SASH) between the groups. The role of these variables is discussed further in the context of acculturation.
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Hickmann, Girlane Moura, Sandra Regina Kirchner Guimarães, and Adolfo Antonio Hickmann. "APRENDIZADO BILÍNGUE E LINGUAGEM ESCRITA: desenvolvimento de habilidades metalinguísticas." Cadernos de Pesquisa 24, no. 2 (September 3, 2017): 156. http://dx.doi.org/10.18764/2178-2229.v24n2p156-169.
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Resumo: Nos últimos anos, a aprendizagem da leitura e da escrita de crianças bilíngues tem atraído crescente interesse de profissionais envolvidos no processo de ensino-aprendizagem da linguagem escrita bem como no desenvolvimento cognitivo. A linguagem faz parte de todo o processo de desenvolvimento humano e está presente nas relações estabelecidas no decorrer da vida. As discussões sobre a aprendizagem da linguagem oral e escrita estão sempre em aberto para novas possibilidades. Este artigo teve como objetivo empreender uma revisão de literatura sobre as habilidades metacognitivas e suas contribuições para o desenvolvimento da linguagem escrita na língua materna pelas crianças bilíngues. Os estudos foram analisados a partir da perspectiva da Psicologia do Desenvolvimento Cognitivo e sugerem que a criança bilíngue apresenta ganhos em relação às funções superiores, como: a atenção, a memória, a linguagem oral (receptiva e expressiva), bem como maior desenvolvimento das habilidades metacognitivas de planejamento, monitoramento e controle intencional dos tratamentos linguísticos. Identificou-se que o desenvolvimento propiciado pela aprendizagem de uma segunda língua deve-se justamente às atividades reflexivas promovidas pelo processo de ensino-aprendizagem de habilidades metalinguísticas, que possibilitam a progressiva tomada de consciência de aspectos relativos à pragmática, fonologia, morfologia, sintaxe e semântica da linguagem. Assim, tendo em vista seu potencial de promover conhecimentos linguísticos explícitos, conclui-se que o bilinguismo é um fator propulsor do crescente domínio da capacidade de leitura e escrita na língua materna.Palavras-chave: Pensamento e Linguagem. Habilidades metalingüísticas. Bilinguismo. Leitura e Escrita.BILINGUAL LEARNING AND WRITTEN LANGUAGE: development of metalinguistic skillsAbstract: In recent years, the learning processes of reading and writing skills of bilingual children have attracted growing interest from professionals involved in the language teaching and learning processes and also in cognitive development. Language is part of the whole process of human development and it is present in relationships established in the course of everyone's life. The discussions about the process of oral and written language are always open to new possibilities. This article aimed to undertake a literature review on metacognitive skills and their contributions to the development of written language in the mother tongue of bilingual children. The studies were analysed from Cognitive Developmental Psychology perspective and suggest that bilingual children show gains in relation to superior psychological functions, such as attention, memory, verbal language (receptive and expressive) and greater development of metacognitive skills of planning capacity, monitoring and intentional control of linguistic treatments. It was identified that the development brought about by learning a second language is right due to reflective activities promoted by the teaching-learning metalinguistic skills process, which enable the progressive awareness of aspects of pragmatics, phonology, morphology, syntax and semantics. Thus, in view of its potential to promote explicit language knowledge, one may conclude that bilingualism is a driving factor in the growing mastery of reading and writing skills in the mother tongue.Keywords: Thought and language. Metalanguage skills. Bilingualism. Reading and writing.EL APRENDIZAJE BILINGÜE Y EL LENGUAJE ESCRITO: desarrollo de las habilidades metalingüísticas Resumen: En los últimos años, el aprendizaje de la lectura y de la escritura de los niños bilingües han atraído creciente interés de los profesionales involucrados en el proceso la enseñanza y aprendizage de del lenguaje escrito, así como en el desarrollo cognitivo. El lenguaje hace parte de todo el proceso de desarrollo humano y está presente en las relaciones que se establecen a lo largo de la vida. Las discusiones sobre el lenguaje oral y escrito siempre están abiertos a nuevas posibilidades. Este artículo tiene como objetivo realizar una revisión de la literatura sobre las habilidades metalingüísticas y sus contribuciones al desarrollo de la lengua escrita en la lengua materna de los niños bilingües. Se analizaron los estudios desde la perspectiva de la psicología del desarrollo cognitivo y sugieren que los niños bilingües muestran ganancias en relación con las funciones superiores, como la atención, la memoria, el lenguaje verbal (receptivo y expresivo) y un mayor desarrollo de las habilidades metacognitivas, la planificación, el seguimiento y el control de los tratamientos lingüísticos intencionales. Se identificó que el desarrollo provocado por el aprendizaje de una segunda lengua es debido justamente a las actividades de reflexión promovidas por el proceso de enseñanza-aprendizaje de habilidades metalingüísticas, lo que permite la progresiva toma de conciencia de los aspectos de la pragmática, fonología, morfología, sintaxis y semántica del lenguaje. Por lo tanto, en vista de su potencial para promover el conocimiento explicito de idiomas, se concluye que el bilingüismo es un factor de propulsión en el creciente campo de la lectura y de la escritura en la lengua materna.Palabras clave: Pensamiento y Lenguaje. Habilidades metalingüísticas. Bilingüismo. Lectura y Escrita.
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Mousavi, Zahra, and Heshaam Faili. "Developing the Persian Wordnet of Verbs Using Supervised Learning." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 4 (May 26, 2021): 1–18. http://dx.doi.org/10.1145/3450969.
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Nowadays, wordnets are extensively used as a major resource in natural language processing and information retrieval tasks. Therefore, the accuracy of wordnets has a direct influence on the performance of the involved applications. This paper presents a fully-automated method for extending a previously developed Persian wordnet to cover more comprehensive and accurate verbal entries. At first, by using a bilingual dictionary, some Persian verbs are linked to Princeton WordNet synsets. A feature set related to the semantic behavior of compound verbs as the majority of Persian verbs is proposed. This feature set is employed in a supervised classification system to select the proper links for inclusion in the wordnet. We also benefit from a pre-existing Persian wordnet, FarsNet, and a similarity-based method to produce a training set. This is the largest automatically developed Persian wordnet with more than 27,000 words, 28,000 PWN synsets and 67,000 word-sense pairs that substantially outperforms the previous Persian wordnet with about 16,000 words, 22,000 PWN synsets and 38,000 word-sense pairs.
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Mukni'ah, Mukni'ah. "KECERDASAN VERBAL LINGUISTIK PADA PENERAPAN DUA BAHASA DALAM PEMBELAJARAN DI SEKOLAH DASAR NAHDLATUL ULAMA KRATON KENCONG JEMBER." Jurnal Asy-Syukriyyah 22, no. 1 (February 15, 2021): 35–51. http://dx.doi.org/10.36769/asy.v22i1.136.
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The bilingual program is a language intelligence improvement program having a focus to use two languages in the teaching and learning activities at school. This article aims to describe the listening, speaking, reading, and writing skills of students in the application of two languages in elementary schools learning. This study was carried out at the Nahdlatul Ulama Elementary School in Kraton, Kencong Jember. The approach used in this study is qualitative with the type of case study research. Purposive method was used in subject selection. The data were collected through observation, interviews, and documentation. The data was analyzed by using the interactive analysis of the Miles and Huberman models which consisted of data condensation, data presentation, and drawing conclusion. The validity of the data was checked through triangulation of sources and techniques. The results of this study indicate that: (1) The students’ listening ability was done interactively in grades one and two which can be categorized as excellence: (2) The ability to speak interactively of students in grade one is carried out by role playing activities and in grade two is carried out by discussing activities about attitudes towards friends and presenting the results of the discussion in front of the class. (3) The reading ability of students is implemented in learning through reading aloud. (4) Students' writing skills are carried out through reviewing activities or summarizing using imaginative strategies.
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Sato, Takeshi. "Could a multimodal dictionary serve as a learning tool? An examination of the impact of technologically enhanced visual glosses on L2 text comprehension." EuroCALL Review 24, no. 2 (September 30, 2016): 3. http://dx.doi.org/10.4995/eurocall.2016.5236.
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This study examines the efficacy of a multimodal online bilingual dictionary based on cognitive linguistics in order to explore the advantages and limitations of explicit multimodal L2 vocabulary learning. Previous studies have examined the efficacy of the verbal and visual representation of words while reading L2 texts, concluding that it facilitates incidental word retention. This study explores other potentials of multimodal L2 vocabulary learning: explicit learning with a multimodal dictionary could enhance not only word retention, but also text comprehension; the dictionary could serve not only as a reference tool, but also as a learning tool; and technology-enhanced visual glosses could facilitate deeper text comprehension. To verify these claims, this study investigates the multimodal representations’ effects on Japanese students learning L2 locative prepositions by developing two online dictionaries, one with static pictures and one with animations. The findings show the advantage of such dictionaries in explicit learning; however, no significant differences are found between the two types of visual glosses, either in the vocabulary or in the listening tests. This study confirms the effectiveness of multimodal L2 materials, but also emphasizes the need for further research into making the technologically enhanced materials more effective.
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SUN, He, Siew Chin NG, Beth Ann O'BRIEN, and Tom FRITZSCHE. "Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages." Journal of Child Language 47, no. 4 (February 24, 2020): 817–43. http://dx.doi.org/10.1017/s0305000919000904.
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AbstractChild characteristics, family factors, and preschool factors are all found to affect the rate of bilingual children's vocabulary development in heritage language (HL). However, what remains unknown is the relative importance of these three sets of factors in HL vocabulary growth. The current study explored the complex issue with 457 Singaporean preschool children who are speaking either Mandarin, Malay, or Tamil as their HL. A series of internal factors (e.g., non-verbal intelligence) and external factors (e.g., maternal educational level) were used to predict children's HL vocabulary growth over a year at preschool with linear mixed effects models.The results demonstrated that external factors (i.e., family and preschool factors) are relatively more important than child characteristics in enhancing bilingual children's HL vocabulary growth. Specifically, children's language input quantity (i.e., home language dominance), input quality (e.g., number of books in HL), and HL input quantity at school (i.e., the time between two waves of tests at preschool) predict the participants’ HL vocabulary growth, with initial vocabulary controlled. The relative importance of external factors in bilingual children's HL vocabulary development is attributed to the general bilingual setting in Singapore, where HL is taken as a subject to learn at preschool and children have fairly limited exposure to HL in general. The limited amount of input might not suffice to trigger the full expression of internal resources. Our findings suggest the crucial roles that caregivers and preschools play in early HL education, and the necessity of more parental involvement in early HL learning in particular.
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Y, Patino, and Diaz-Santos M. "A-256 A Unique Bilingual Phenotype in the Context of Late Onset MELAS." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 1051. http://dx.doi.org/10.1093/arclin/acaa068.256.
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Abstract Objective Mitochondrial myopathy, encephalopathy, lactic acidosis and stroke-like episodes (MELAS) is a progressive disease with typical onset before age 40 characterized by eventual neurocognitive deterioration. This case study highlights bilingual-bicultural neuropsychological principles within the Socially Responsible Neuropsychology (SRN) model to illustrate the phenotypic presentation of bilingual late-onset MELAS. Method The case is a 56-year-old, right-handed, bilingual Latino male (L1 Spanish, L2 English) with 16 years of education in his country of origin and 22 years as an industrial engineer in the U.S. At age 52, he was diagnosed with MELAS after an abrupt episode of olfactory hallucinations and dysgraphia in both languages. MRI revealed acute infarcts in the right parietal lobe and left cerebellum. He was referred for neuropsychological assessment 4 years later to evaluate reported neurocognitive decline and deterioration of L2, and to assist in targeted treatment planning. Results The clinical interview revealed significant decline in both receptive and expressive L2 English language capabilities, particularly relative to baseline as an industrial engineer, with relative sparing of L1 Spanish. Consistent with prior acute right hemisphere strokes, the neurocognitive profile also revealed lateralized impairment in visuospatial skills and memory. Notably verbal learning and memory in the mesial temporal system was preserved. Conclusions This case study illustrates how late L2 acquisition can lead to bilateral language representation, altering the phenotype of late-onset MELAS. Application of the SRN model highlights the importance of including background information regarding language acquisition and current language use to illustrate a unique bilingual MELAS phenotype and its impact on language loss and recovery.
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Cheong, Michelle Heng Yue, Selena Ee-Li Young, Dawn Patricia Chuan Yu Young, Mary Lay Choo Lee, and Susan Jane Rickard Liow. "Early Reading Abilities of Bilingual Children With Nonsyndromic Orofacial Clefts." Cleft Palate-Craniofacial Journal 55, no. 2 (December 14, 2017): 259–68. http://dx.doi.org/10.1177/1055665617723923.
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Objective: To investigate the early reading abilities, and related cognitive-linguistic processes, in bilingual children with nonsyndromic cleft lip and/or palate (CL/P), and to identify deficits that might be amenable to intervention. Design and Participants: Bilingual participants with CL/P aged 5 to 6 years who were English-dominant ( n=17) or Mandarin-dominant ( n=18) were recruited using consecutive sampling from a national cleft treatment center and matched pairwise to a sample of typically developing (TD) children on language dominance, age, and socioeconomic status. All participants were assessed in English on single-word reading accuracy using the Wide Range Achievement Test (4th Ed), and key cognitive-linguistic factors associated with reading development: phonological awareness, rapid automatized naming (RAN), receptive and expressive vocabulary, and verbal short-term and working memory. Results: CL/P and TD groups were compared within language dominance group (Mandarin or English) for all measures. The Mandarin-dominant CL/P group had significantly poorer reading accuracy and phonological awareness than their TD peers. Additionally, regardless of language dominance, faster RAN correlated significantly with better reading accuracy in both the CL/P groups but not the TD groups. Conclusions: Children with CL/P who are learning English as a second language are at greater risk of reading difficulties. Furthermore, the cognitive-linguistic processes underlying early reading in bilingual children with CL/P differ from those of their TD peers. Routine screening and tailored intervention is advisable.
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Fu’adah, Shofwatul. "I'dâd al-Mawâd al-Ta'lîmiyyah li Mahârati al-Kalâm Fî Dhoui al-Madkhal al-Wadzhîfî Fî Maskan al-Khairiyyah Sukorejo Situbondo." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 2 (July 23, 2021): 141–60. http://dx.doi.org/10.19105/alb.v2i2.4757.
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Learning materials are very important in learning Arabic. But in reality, there are many learning processes that do not use even do not have the right textbooks or teaching materials, like the researcher found in Al-Khoiriyah Ma’hadul Qur’an dormitory Sukorejo Situbondo. This was impacting on their lack of speaking skills, while they have to communicate in Arabic and English everyday as bilingual dormitory. Therefore, they need specific learning textbooks so that teaching and learning activities can be directed correctly, especially the textbooks that can support learning maharah kalam, so they can improve their speaking skills. This study aims to preparation textbooks of maharah kalam using functional approach because students need materials that related with their daily activities and functional verbal expressions. The method of this research was research and development (R&D)"which was proposed by Borg and Gall. The design of the product trial went through the expert validation, content and instructional design expert. The results of this textbook trial showed that this textbook was effective to meet the students need to increase speaking skills which using pre-test and post-test exercise, with pre-test result from 58,6 then increase in post test to be 85 and also the result of the teachers and students questionnaire is very good and effective to use after using this product. Therefore the teaching materials useful for their Arabic daily communication
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Wagner, Jonas, Taha Kuzu, Angelika Redder, and Susanne Prediger. "Vernetzung von Sprachen und Darstellungen in einer mehrsprachigen Matheförderung - linguistische und mathematikdidaktische Fallanalysen." Fachsprache 40, no. 1-2 (April 17, 2018): 2–23. http://dx.doi.org/10.24989/fs.v40i1-2.1600.
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The context of our article – relying on investigations of the interdisciplinary research project MuM-Multi on multilingualism in mathematics – consists of bi-/plurilingual learning processes, especially in secondary education. Based on a corpus of five remediating small group classes on fractions with up to five bilingual (Turkish–German) students, it is asked whether and how networks of mathematical representation modes correlate to networks of languages in use. Here we concentrate on Turkish as their home language (forced by teachers) in correlation to German as the common classroom language. By activating their home language, the students may (or may not) benefit with respect to their conceptual understanding of mathematical concepts. The qualitative analyses (considering nonverbal communication, verbal communication and material action) show that the intertwining of languages is due to different approaches in conceptualization and provides a better understanding especially in collective problem-solving constellations and for the consolidation of knowledge.
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Zuckerman, G. A., and N. A. Kleshch. "Understanding conceptual text sand master in gconcepts." Психологическая наука и образование 22, no. 3 (2017): 19–27. http://dx.doi.org/10.17759/pse.2017220302.
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We address the issue of the relationship between conceptual thinking and understanding of conceptual texts only from the following angle: whether or not can working towards a profound understanding of texts that describe concepts promote the use of these concepts in unusual tasks. Employing the methods of classical statistics and factor analysis, we compare the metasubject outcomes of primary education in two samples of children that differ only in one teaching factor: the experimental classes were consistently working on creating and using conceptual texts. The principle of this teaching work was to establish a situation of bilingualism when introducing new concepts: to write down new characteristics of the studied subject in the language of graphical schemes and at the same time in verbal form and to translate sentences about this subject from one language into another. As it was revealed, this specially organized work with conceptual texts results in the following: (1) an increase in the level of mastery of learnt concepts if these concepts are presented in verbal form; (2) a better understanding of information texts with unfamiliar conceptual content, that is, one of the key elements in self-learning emerges.
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Park, Hae Won, Ishaan Grover, Samuel Spaulding, Louis Gomez, and Cynthia Breazeal. "A Model-Free Affective Reinforcement Learning Approach to Personalization of an Autonomous Social Robot Companion for Early Literacy Education." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 687–94. http://dx.doi.org/10.1609/aaai.v33i01.3301687.
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Personalized education technologies capable of delivering adaptive interventions could play an important role in addressing the needs of diverse young learners at a critical time of school readiness. We present an innovative personalized social robot learning companion system that utilizes children’s verbal and nonverbal affective cues to modulate their engagement and maximize their long-term learning gains. We propose an affective reinforcement learning approach to train a personalized policy for each student during an educational activity where a child and a robot tell stories to each other. Using the personalized policy, the robot selects stories that are optimized for each child’s engagement and linguistic skill progression. We recruited 67 bilingual and English language learners between the ages of 4–6 years old to participate in a between-subjects study to evaluate our system. Over a three-month deployment in schools, a unique storytelling policy was trained to deliver a personalized story curriculum for each child in the Personalized group. We compared their engagement and learning outcomes to a Non-personalized group with a fixed curriculum robot, and a baseline group that had no robot intervention. In the Personalization condition, our results show that the affective policy successfully personalized to each child to boost their engagement and outcomes with respect to learning and retaining more target words as well as using more target syntax structures as compared to children in the other groups.
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Mikhaylova, Anna. "What We Know about the Acquisition of Russian Aspect as a First, Second, and Heritage Language: State of the Art." Heritage Language Journal 16, no. 2 (August 31, 2019): 183–210. http://dx.doi.org/10.46538/hlj.16.2.4.
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This paper offers a state of the art review of the available linguistic scholarship on the acquisition of Russian aspect in various acquisition scenarios. While the studies reviewed here differ in their analyses of Russian verbal aspect, specific research questions, acquisition context, and research methodology, a common observation is that Russian aspectual contrasts are not easily acquired and that some may be more difficult to master than others. The review shows that some of these asymmetries are not unique to child grammars or to bilingual acquisition, but hold in all the acquisition contexts and may be determined by the complexity of the category itself, while others reflect developmental trends and effects of context and timing of acquisition. The paper starts with an overview of Russian aspect and the associated learning tasks, which is followed by the review of patterns emerging from studies on the acquisition of aspect by children, adult foreign language learners, and adult heritage speakers of Russian. The paper concludes with a discussion of the way these empirical findings can be connected to classroom contexts.
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Miletich, Marko. "Accounting for nonverbal communication in interpreter-mediated events in healthcare settings." Translation and Translanguaging in Multilingual Contexts 1, no. 2 (August 20, 2015): 162–81. http://dx.doi.org/10.1075/ttmc.1.2.02mil.
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Interpreters express in one language what is said in another. Verbal language is, of course, the basic system by which humans often interact, and a large percentage of our communication is based on the exchange of words. Bilingual language skills are fundamental and are, as might be expected, emphasized in any interpreter-training program. Issues dealing with verbal language such as knowledge of medical terminology in two languages, cognates, false cognates, syntactical structures, and idioms are essential. They should be a very important part of the training provided for interpreters working in many public service settings (legal, health, education, housing, environmental health, and social services). Although the organized system of vocal sounds, known as verbal language, is fundamental to communicate meaning between individuals, there are also nonverbal features that are utilized in everyday conversation (including interpreted-mediated events). Following Fernando Poyatos (2002a, 2002b, 2002c), this article briefly examines the triple structure of discourse, language-paralanguage-kinesics, and its relevance for interpreters. One of the main differences between public service interpreting and other types of interpreting (such as conference interpreting) is the opportunity for interpreters to intervene, particularly in healthcare settings. These interventions occur in order to stop the flow of the conversation and clarify terms, expressions or ideas; point to a misunderstanding; signal a cultural reference; and/or relay the meaning of specific nonverbal behavior. The idea of the interpreter as mere conduit has now been put into question, and with reason. S/he is now regarded as a visible co-participant in a verbal and nonverbal interaction that allows two people from different languages and cultures to communicate with each other. Because nonverbal communication is an important part of the triadic interpreted-mediated events that take place in healthcare settings, it is becoming much more visible as part of interpreter education. The present article first considers communication through nonverbal signs, and often just through nonverbal signs. Next, it stresses the need for interpreters to account for nonverbal cues in the routine triadic events taking place in healthcare settings. The article adopts an expanded definition of interpreting, a particular notion of language, and a constructivist approach to learning.
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Sziklas, Viviane, and Marilyn Jones-Gotman. "RAVLT and Nonverbal Analog: French Forms and Clinical Findings." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 35, no. 3 (July 2008): 323–30. http://dx.doi.org/10.1017/s0317167100008908.
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Background:Objective clinical evaluation of memory frequently requires serial testing but the issue of whether multiformed tests are equivalent and can be used interchangeably is seldom examined. An added problem in bilingual Canadian settings is the extent to which it is appropriate to measure French speakers’ performance on translations of English tests. The present work used the Rey Auditory Verbal Learning Test (RAVLT) and a nonverbal analog, the Aggie Figures Learning Test (AFLT), to examine whether a) different forms of the same test are equivalent, b) performance on the two tests is comparable, c) two language groups perform similarly, and d) the RAVLT can detect dysfunction in patients with temporal lobe epilepsy (TLE).Methods:We compared three French versions of the RAVLT and three forms of the AFLT in 114 healthy francophone adults. We subsequently compared the performance of the same francophone subjects to a previously obtained sample of anglophones on both tests, and then administered the RAVLT to anglophone or francophone patients with TLE.Results:For both tasks the three forms were equivalent and performance on the RAVLT was comparable to that on the AFLT. Francophone subjects performed slightly worse on the RAVLT compared to anglophones but performance of the two language groups did not differ on the AFLT. Finally, left TLE patients were impaired compared to right on the RAVLT, but no performance differences were observed across the two language groups in the patient sample.Conclusions:The RAVLT and AFLT are useful tools for examination of learning and memory in French and English speaking populations. On the RAVLT, the lesion effect in patients is not affected by differences in performance between language groups.
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Buri, Crisanta Comia. "Determinants In The Choice Of Comprehensible Input Strategies In Science Classes." Journal of International Education Research (JIER) 8, no. 1 (December 21, 2011): 1–18. http://dx.doi.org/10.19030/jier.v8i1.6691.
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The Bilingual Education Policy, which was launched in 1974 and revised in 1987, has resulted in the limited exposure of Filipino learners to the English language. This is because the policy reversed previous policies and stipulates that in only two content area subjects, namely, Science and Mathematics is English to be used as medium of instruction. The limited exposure to English has been cited as one of the reasons for the declining proficiency in English of Filipino students since the promulgation of the policy (Gonzales, 1986). On the other hand, the use of English as medium of instruction in cognitively demanding subjects such as science and mathematics has also been given as the reason for the poor showing of students and even teachers themselves in nationwide tests in Science (Maminta, 1985). The overall downtrend in student achievement as evidenced by the poor performance on all of the tests has given rise to two issues concerning the policy. First, is the language for initial literacy and the second is the medium of instruction in science and mathematics. These language issues are crucial in as much as language is the primary vehicle of expression and thought exchange in the classroom. Teaching and learning are in fact language tasks carried out largely by means of verbal interaction between teacher and students (Bellack, et al 1966). The exchange of ideas between students and teachers is largely done through language as they talk about concepts in science, mathematics and other content areas.
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Klimkina, Оlga. "Associative Support in the Process of Learning Vocabulary of a Foreign Language: a Psycholinguistic Approach in Language Teaching." PSYCHOLINGUISTICS 25, no. 2 (April 18, 2019): 69–91. http://dx.doi.org/10.31470/2309-1797-2019-25-2-69-91.
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The subject of the article is description of the reserves for improving the efficiency of teaching foreign language vocabulary. The identification of effective strategies for mastering new words and supporting elements used in this case has been carried out taking into account the psycholinguistic theory of bilingualism as a basis for improving the theory and practice of teaching foreign languages. The illustrative part is presented by materials of the Russian lessons for students with native Turkish language.
The support is defined as a sign getting into the focus of attention and directing the search in the previous experience of the individual. Associative supports help the implementation of Association strategy in the process of memorizing a foreign word. It is suggested that if associative supports («keys» in terms of techniques) are offered at the same time with the introduction of a new verbal unit for its memorization, it will accelerate the capture of sound and graphic image of the word, ensure its introduction into long-term memory, enhance storage, simplify search and reproduction.
In order to optimize the memorization of lexical material, it is proposed to use: support on the morphemic component («familiar» roots in borrowings); support on the same sound-letter complex (interlingual homonyms); support on the language of personal meanings (etymological adaptation of the word); support on the pragmatic component (emotional-evaluative connotations of the word); support on a similar sound-letter complex («phonetic keys»); support on the grammatical analogy in the native language («positive transfer»); support on the previously formed speech skill.
The application of the strategy of association while learning vocabulary of a foreign language helps to mobilize internal resources of the memory, and is a condition for optimization of the learning process and a factor in the successful accumulation of vocabulary. The more different associative supports are involved in the process of learning a new word, the faster the memorization and the stronger the result will be.
Further methodological search in the framework of the lexical approach to language learning should be aimed at improving the teaching materials taking into account the associative principle and, in the long term, the creation of a «psycholinguistic version» of the methodological typology of vocabulary, taking into account the features of speech activity of students to learn different types of words.
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Кавітга В. and Каннан Падмасані. "The Role of Associations in Vocabulary Acquisition: A Psycholinguistic Study on Indian ESL Learners." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 65–72. http://dx.doi.org/10.29038/eejpl.2016.3.1.kav.
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Learning English as a second language is an area of study which demands persistent research, probing and application of the findings. In India, English language is a part of everyday life, and the exposure to English vocabulary comes through a multitude of sources which include media, game applications and social networking among others. In many instances, even complicated and less frequent words are made familiar by these sources. However, the learners of ESL struggle for a good choice of words when they are in a situation to use the language. This has led the researcher to question how the process of vocabulary acquisition happens and how the acquired words are organised and stored. The current research is a psycholinguistic analysis of the way words are organised and associated with each other in the mental lexicon of the learners. The researcher attempts to study the role and impact of associations in vocabulary acquisition through an experimental study. The participants of the study are 120 Indian ESL learners enrolled for an undergraduate programme. They were tested with two methods of teaching vocabulary, namely the word definition method and semantic cluster method. The outcome of the study is discussed in the research paper.
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Sholihah, Niswatush. "INTERFERENSI GRAMATIKAL BAHASA INDONESIA DALAM PERCAKAPAN BERBAHASA ARAB SANTRI PTYQM KUDUS." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 9, no. 2 (April 11, 2020): 309. http://dx.doi.org/10.22373/ls.v9i2.6749.
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This study discusses the forms, causes and ways of overcoming Indonesian grammatical interference in Arabic conversations of the students of Pondok Tahfidz Yanbu'ul Qur'an Menawan (PTYQM) Kudus. This research is a qualitative research with a sociolinguistic approach. The method of providing data uses the listening and competent methods, and documentation. The method of data analysis uses the translational equivalent method where the determinant is another language, namely Indonesian. The results obtained are: Grammatical interference in the Arabic language in Arabic conversations in PTYQM Kudus, which consists of morphological and syntactic interference. Morphological interference that occurs in the form of affixation and reduplication processes. Whereas syntactic interference occurs at the level of phrases, clauses, and sentences. Interference at phrase level occurs at tarkīb ismy (nominal phrase), tarkīb fi'ly (verbal phrase), tarkīb ‘adady (number phrase), tarkīb żarfy (front phrase), and tarkīb nida’iy (vocational phrase). Interference at the clause level consists of adding elements and using Indonesian elements. Interference at sentence level consists of changes in sentence structure, use of Indonesian elements, omission of elements, addition of elements, and incorrect use of particles. Factors causing grammatical interference consist of structural factors and non-structural factors. Structural factors are the differences between the grammatical system between Indonesian and Arabic. While non-structural factors such as: bilingual speakers and speech partners, Indonesian language habits carried on the santri Arabic, inadequate Arabic vocabulary, learning styles by translating, fear of being sanctioned, and compulsory language regulatory factors that apply at PTYQM. Interference can be overcome by: instilling awareness about the interference that occurs, giving attention and emphasis in drill students to use the correct form of interference, accustom students to use the correct Arabic structure and rules, write the correct form of interference occur on boards posted in places frequented by students, train students to translate Indonesian into Arabic contextually, provide knowledge of Arabic culture that is different from Indonesian.