Language dominance in translation priming: Evidence from balanced and unbalanced Chinese–English bilinguals

2013 ◽  
Vol 66 (4) ◽  
pp. 727-743 ◽  
Author(s):  
Xin Wang
Keyword(s):  
Language Dominance ◽  
Translation Priming

scholarly journals Language dominance affects auditory translation priming in heritage speakers

2021 ◽  
Author(s):  
Rachel Soo ◽  
Philip J. Monahan
Keyword(s):  
Lexical Processing ◽  
Native Speakers ◽  
First Language ◽  
Primary Factor ◽  
Heritage Speakers ◽  
Language Dominance ◽  
Relative Contribution ◽  
Translation Priming ◽  
Priming Paradigm ◽  
L2 Learners

Late second language (L2) learners show translation priming from the first language to the second (L1-L2), while L2-L1 effects are inconsistent. Typically, late L2 learners are both less dominant in the L2 and acquire the L2 after the L1, making the relative contribution of language dominance and order of acquisition in these results unclear. Here, Cantonese heritage and native speakers are tested in an auditory translation priming paradigm. As heritage speakers first learn Cantonese (L1) but later become more dominant in English (L2), this profile allows for the potential dissociation of dominance and order of acquisition in translation priming. If order of acquisition is the primary factor, stronger priming is expected to occur in the L1-L2 (Cantonese-English) direction; however, if dominance plays a stronger role, priming is expected to occur in the L2-L1 (English-Cantonese) direction. Native speakers showed stronger L1-L2 priming, consistent with previous findings, while heritage speakers showed priming in both directions, but stronger L2-L1 priming. The current results suggest that language dominance is a primary factor in explaining auditory translation priming results and that order of acquisition also plays a role in bilingual lexical processing.

Masked Translation Priming Effects With Highly Proficient Simultaneous Bilinguals

2010 ◽  
Vol 57 (2) ◽  
pp. 98-107 ◽  
Author(s):  
Jon Andoni Duñabeitia ◽  
Manuel Perea ◽  
Manuel Carreiras
Keyword(s):  
Lexical Decision ◽  
Hierarchical Model ◽  
Priming Effect ◽  
Masked Priming ◽  
The Other ◽  
Memory Organization ◽  
Priming Effects ◽  
Bilingual Memory ◽  
Translation Priming ◽  
Masked Translation Priming

One essential issue for models of bilingual memory organization is to what degree the representation from one of the languages is shared with the other language. In this study, we examine whether there is a symmetrical translation priming effect with highly proficient, simultaneous bilinguals. We conducted a masked priming lexical decision experiment with cognate and noncognate translation equivalents. Results showed a significant masked translation priming effect for both cognates and noncognates, with a greater priming effect for cognates. Furthermore, the magnitude of the translation priming was similar in the two directions. Thus, highly fluent bilinguals do develop symmetrical between-language links, as predicted by the Revised Hierarchical model and the BIA+ model. We examine the implications of these results for models of bilingual memory.

scholarly journals Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

2021 ◽  
Vol 11 (6) ◽  
pp. 283
Author(s):  
Brooke Rumper ◽  
Elizabeth Frechette ◽  
Daryl B. Greenfield ◽  
Kathy Hirsh-Pasek
Keyword(s):  
Head Start ◽  
Dual Language ◽  
Language Use ◽  
Language Learner ◽  
Academic Science ◽  
Teacher Language ◽  
Language Dominance ◽  
Spanish Science ◽  
Science Scores ◽  
Science Assessments

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children’s science scores. Teachers’ use of Spanish academic science language impacted children’s performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction.

scholarly journals Cross-linguistic influence in simultaneous and early sequential bilingual children: a meta-analysis

2021 ◽  
pp. 1-33
Author(s):  
Chantal VAN DIJK ◽  
Elise VAN WONDEREN ◽  
Elly KOUTAMANIS ◽  
Gerrit Jan KOOTSTRA ◽  
Ton DIJKSTRA ◽  
...  
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Uniform Method ◽  
Bilingual Children ◽  
Average Effect ◽  
Language Dominance ◽  
Average Effect Size ◽  
Comprehensive Theory ◽  
Bilingual Development

Abstract Although cross-linguistic influence at the level of morphosyntax is one of the most intensively studied topics in child bilingualism, the circumstances under which it occurs remain unclear. In this meta-analysis, we measured the effect size of cross-linguistic influence and systematically assessed its predictors in 750 simultaneous and early sequential bilingual children in 17 unique language combinations across 26 experimental studies. We found a significant small to moderate average effect size of cross-linguistic influence, indicating that cross-linguistic influence is part and parcel of bilingual development. Language dominance, operationalized as societal language, was a significant predictor of cross-linguistic influence, whereas surface overlap, language domain and age were not. Perhaps an even more important finding was that definitions and operationalisations of cross-linguistic influence and its predictors varied considerably between studies. This could explain the absence of a comprehensive theory in the field. To solve this issue, we argue for a more uniform method of studying cross-linguistic influence.

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