scholarly journals The role of language proficiency and linguistic distance in cross-linguistic treatment effects in aphasia

2018 ◽  
Vol 32 (8) ◽  
pp. 739-757 ◽  
Author(s):  
Peggy S. Conner ◽  
Mira Goral ◽  
Inge Anema ◽  
Katy Borodkin ◽  
Yair Haendler ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Treatment Effects ◽  
Linguistic Distance

scholarly journals Language distance modulates cognitive control in bilinguals

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Narges Radman ◽  
Lea Jost ◽  
Setareh Dorood ◽  
Christian Mancini ◽  
Jean-Marie Annoni
Keyword(s):  
Cognitive Control ◽  
Language Proficiency ◽  
Reaction Times ◽  
Linguistic Distance ◽  
Eeg Data ◽  
Language Control ◽  
Switching Task ◽  
Naming Tasks ◽  
Control Regions

AbstractLinguistic processes in the bilingual brain are partially shared across languages, and the degree of neural overlap between the languages is influenced by several factors, including the age of acquisition, relative language proficiency, and immersion. There is limited evidence on the role of linguistic distance on the performance of the language control as well as domain-general cognitive control systems. The present study aims at exploring whether being bilingual in close and distant language pairs (CLP and DLP) influences language control and domain-general cognitive processes. We recruited two groups of DLP (Persian–English) and CLP (French–English) bilinguals. Subjects performed language nonswitching and switching picture-naming tasks and a nonlinguistic switching task while EEG data were recorded. Behaviorally, CLP bilinguals showed a lower cognitive cost than DLP bilinguals, reflected in faster reaction times both in language switching (compared to nonswitching) and nonlinguistic switching. ERPs showed differential involvement of cognitive control regions between the CLP and DLP groups during linguistic switching vs. nonswitching at 450 to 515 ms poststimulus presentation. Moreover, there was a difference between CLP and DLP groups from 40 to 150 ms in the nonlinguistic task. Our electrophysiological results confirm a stronger involvement of language control and domain-general cognitive control regions in CLP bilinguals.

A study of Importance of English Language Proficiency in Hospitality Industry and the Role of Hospitality Educators in Enhancing the Same Amongst The Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Arati Prabhu ◽  
Prachi Wani
Keyword(s):  
Language Proficiency ◽  
Hospitality Industry ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Data ◽  
Hotel Management ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The study is undertaken to understand the importance of English language skills in the Indian hospitality industry, and the gaps therein. It studies the challenge as it exists in Pune city, and how AISSMS College of Hotel Management & Catering Technology has attempted to address the issue(s). The study aims at gathering primary information by means of questionnaires. It sheds light on the gap between existing and desired standards of English proficiency. It also highlights the attempts by the three important stakeholders in order to address the issue. Though, attempts are made from the industry, teachers and students, it is recognized that joint efforts need to be made to tackle the problem collectively and from all sides. It is an urgent calling for innovative teaching learning practices and encouraging sound develop initiatives and commitment. The primary data is across the cross section of Pune hoteliers, teachers and students of the college. The findings reflect the importance of English as the universal medium of communication, and its importance in rendering quality service and importantly.

Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno
Keyword(s):  
Teacher Induction ◽  
Language Proficiency ◽  
Teaching Skills ◽  
English Learner ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Classified Students ◽  
Specific Teaching ◽  
Missed Opportunity

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.

scholarly journals Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Deanna C. Friesen ◽  
Bailey Frid
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Text Analysis ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Strategy Use ◽  
Dominant Language ◽  
Analysis Strategies

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.

scholarly journals Language Proficiency and Migrant–Native Disparities in Postpartum Depressive Symptoms

2021 ◽  
Vol 18 (9) ◽  
pp. 4782
Author(s):  
Sousan Hamwi ◽  
Elsa Lorthe ◽  
Henrique Barros
Keyword(s):  
Depressive Symptoms ◽  
Language Proficiency ◽  
Help Seeking ◽  
Depression Scale ◽  
Migrant Women ◽  
Prevention Measures ◽  
Native Women ◽  
Logistic Regression Models ◽  
Postpartum Depressive Symptoms

Migrant women have a higher risk of developing postpartum depressive symptoms (PPDS) than do native women. This study aimed to investigate the role of host-country language proficiency in this disparity. We analysed the data of 1475 migrant and 1415 native women who gave birth at a Portuguese public hospital between 2017 and 2019 and were participants in the baMBINO cohort study. Migrants’ language proficiency was self-rated and comprised understanding, speaking, reading, and writing skills. PPDS were assessed using the Edinburgh Postnatal Depression Scale with a cut-off score of ≥10. Multivariable logistic regression models were fitted to estimate the association between language proficiency and PPDS. PPDS were experienced by 7.2% of native women and 12.4% among migrants (p < 0.001). Increasing proportions of PPDS were observed among decreasing Portuguese proficiency levels; 11% among full, 13% among intermediate, and 18% among limited proficiency women (ptrend < 0.001). Full (aOR 1.63 (95% CI 1.21–2.19)), intermediate (aOR 1.68 (95% CI 1.16–2.42)), and limited (aOR 2.55 (95% CI 1.64–3.99)) language proficiencies were associated with increasingly higher odds of PPDS among migrant women, compared to native proficiency. Prevention measures should target migrant women at high risk of PPDS, namely those with limited language skills, and promote awareness, early detection, and help-seeking, in addition to facilitating communication in their perinatal healthcare encounters.

Earnings of Hispanic Men: The Role of English Language Proficiency

1983 ◽  
Vol 1 (2) ◽  
pp. 101-130 ◽  
Author(s):  
Walter McManus ◽  
William Gould ◽  
Finis Welch
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Hispanic Men

Do bilingual and monolingual preschoolers acquire false belief understanding similarly? The role of executive functioning and language

2018 ◽  
Vol 38 (4) ◽  
pp. 382-398 ◽  
Author(s):  
Vanessa Diaz ◽  
M. Jeffrey Farrar
Keyword(s):  
Executive Functioning ◽  
Inhibitory Control ◽  
Language Proficiency ◽  
Short Term Memory ◽  
Language Ability ◽  
False Belief ◽  
Bilingual Children ◽  
Short Term ◽  
False Belief Understanding

Bilingual children often show advanced executive functioning (EF) and false belief (FB) understanding compared to monolinguals. The latter has been attributed to their enhanced inhibitory control EF, although this has only been examined in a single study which did not confirm this hypothesis. The current study examined the relation of EF and language proficiency on FB reasoning in bilingual and monolingual preschoolers to answer two questions: (1) Are there differences in bilinguals’ and monolinguals’ FB, language proficiency, and EF? If so, (2) is there a differential role for language proficiency and EF in predicting FB reasoning in these two groups? Thirty-two Spanish–English bilinguals and 33 English monolinguals (three to five years old) were compared. While monolinguals outperformed bilinguals on language proficiency, after controlling for this, bilinguals outperformed monolinguals on FB reasoning, and marginally on EF. General language ability was related to FB performance in both groups, while short-term memory and inhibitory control predicted FB only for monolinguals.

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