scholarly journals The Acquisition of French Un

2021 ◽  
Author(s):  
Elisabeth Marchand ◽  
David Barner
Keyword(s):  
Morphological Structure ◽  
English Word ◽  
Linguistic Variation ◽  
Number Word ◽  
Grammatical Structure ◽  
Number Words ◽  
Indefinite Article ◽  
French Speaking ◽  
English Speaking

How does cross-linguistic variation in grammatical structure affect children’s acquisition of number words? In this study, we addressed this question by investigating the case study of young speakers of French, a language in which the number one and the indefinite article a are phonologically the same (i.e., un). We tested how French-speaking children interpret un, and whether it more closely resembles the English word a or one. We found that French-speaking children almost always accepted sets of 1 for un, but that their responses for sets of 2 were more equivocal, with many children saying “Oui” (Yes) when asked whether there was un. Overall, French children’s interpretation of un differed from how English-speaking interpret both a and one. This suggests that French-speaking children’s interpretation of un reflects the ambiguity of the input that they are exposed to. We conclude that French morphological structure may pose a challenge to French- speaking children in acquiring an exact numerical meaning for the word un, potentially causing a delay in number word learning.

The influence of family, school, and community on bilingual preference: Results from a Louisiana/Québec case study

2000 ◽  
Vol 21 (3) ◽  
pp. 365-381 ◽  
Author(s):  
STEPHEN J. CALDAS ◽  
SUZANNE CARON-CALDAS
Keyword(s):  
Language Choice ◽  
Target Language ◽  
French Immersion ◽  
Language Preference ◽  
Longitudinal Measure ◽  
School And Community ◽  
French Speaking ◽  
English Speaking ◽  
The Many

This case study examines the shifting bilingual preference of three French/English bilingual children over a three-year period. It also clarifies the distinction between the many often misleading terms used to refer to bilingual preference (i.e., a bilingual's language choice). The children's fluctuating bilingual preference is accounted for in terms of three contextual domains: home, school, and community. The home domain was predominantly French-speaking, while the community domain shifted between predominantly English-speaking Louisiana and French-speaking Québec. The 10-year-old identical twin girls were in a French immersion program in Louisiana during the entire three-year period; their 12-year-old brother was not. A new, domain-sensitive longitudinal measure – the bilingual preference ratio (BPR) – was created and applied for each child using 36 months of weekly tape recordings of mealtime conversations. BPR fluctuations indicate that the greatest effect on the children's language preference was community immersion in the target language. However, the twins' markedly greater preference for speaking French at home in Louisiana is attributed to the influence of French immersion at school.

scholarly journals Language effects in early development of number writing and reading

2021 ◽  
Vol 7 (3) ◽  
pp. 368-387 ◽  
Author(s):  
Anna F. Steiner ◽  
Sabrina Finke ◽  
Francina J. Clayton ◽  
Chiara Banfi ◽  
Ferenc Kemény ◽  
...  
Keyword(s):  
Grade Level ◽  
Longitudinal Design ◽  
Number Word ◽  
Number Words ◽  
Language Effects ◽  
English Speaking ◽  
Linguistic Challenges ◽  
The Impact ◽  
Accuracy Rates ◽  
Specific Number

Reading and writing multidigit numbers requires accurate switching between Arabic numbers and spoken number words. This is particularly challenging in languages with number-word inversion such as German (24 is pronounced as four-and-twenty), as reported by Zuber, Pixner, Moeller, and Nuerk (2009, https://doi.org/10.1016/j.jecp.2008.04.003). The current study aimed to replicate the qualitative error analysis by Zuber et al. and further extended their study: 1) A cross-linguistic (German, English) analysis enabled us to differentiate between language-dependent and more general transcoding challenges. 2) We investigated whether specific number structures influence accuracy rates. 3) To consider both transcoding directions (from Arabic numbers to number words and vice versa), we assessed performance for number reading in addition to number writing. 4) Our longitudinal design allowed us to investigate transcoding development between Grades 1 and 2. We assessed 170 German- and 264 English-speaking children. Children wrote and read the same set of 44 one-, two- and three-digit numbers, including the same number structures as Zuber et al. For German, we confirmed that a high amount of errors in number writing was inversion-related. For English, the percentage of inversion-related errors was very low. Accuracy rates were strongly related to number syntax. The impact of number structures was independent of transcoding direction or grade level and revealed cross-linguistic challenges of transcoding multidigit numbers. For instance, transcoding of three-digit numbers containing syntactic zeros (e.g., 109) was significantly more accurate than transcoding of items with lexical zeros (e.g., 190). Based on our findings, we suggest adaptations of current transcoding models.

Units-first or tens-first: Does language matter when processing visually presented two-digit numbers?

2019 ◽  
Vol 73 (5) ◽  
pp. 726-738
Author(s):  
Alexandre Poncin ◽  
Amandine Van Rinsveld ◽  
Christine Schiltz
Keyword(s):  
Numerical Cognition ◽  
Fourth Graders ◽  
Number Word ◽  
Older Children ◽  
Mental Calculation ◽  
Magnitude Comparison ◽  
Simultaneous Condition ◽  
Number Words ◽  
French Speaking ◽  
German Speaking

The linguistic structure of number words can influence performance in basic numerical tasks such as mental calculation, magnitude comparison, and transcoding. Especially the presence of ten-unit inversion in number words seems to affect number processing. Thus, at the beginning of formal math education, young children speaking inverted languages tend to make relatively more errors in transcoding. However, it remains unknown whether and how inversion affects transcoding in older children and adults. Here we addressed this question by assessing two-digit number transcoding in adults and fourth graders speaking French and German, that is, using non-inverted and inverted number words, respectively. We developed a novel transcoding paradigm during which participants listened to two-digit numbers and identified the heard number among four Arabic numbers. Critically, the order of appearance of units and tens in Arabic numbers was manipulated mimicking the “units-first” and “tens-first” order of German and French. In a third “simultaneous” condition, tens and units appeared at the same time in an ecological manner. Although language did not affect overall transcoding speed in adults, we observed that German-speaking fourth graders were globally slower than their French-speaking peers, including in the “simultaneous” condition. Moreover, French-speaking children were faster in transcoding when the order of digit appearance was congruent with their number-word system (i.e., “tens-first” condition) while German-speaking children appeared to be similarly fast in the “units-first” and “tens-first” conditions. These findings indicate that inverted languages still impose a cognitive cost on number transcoding in fourth graders, which seems to disappear by adulthood. They underline the importance of language in numerical cognition and suggest that language should be taken into account during mathematics education.

scholarly journals Linguistic inversion and numerical estimation

2020 ◽  
Vol 6 (3) ◽  
pp. 263-274
Author(s):  
Sophie Savelkouls ◽  
Katherine Williams ◽  
Hilary Barth
Keyword(s):  
Arabic Numeral ◽  
Number Line ◽  
Read Aloud ◽  
Number Word ◽  
Numerical Estimation ◽  
Digit Number ◽  
Number Words ◽  
Number Line Estimation ◽  
English Speaking ◽  
The Right

Number line estimation (NLE) performance is usually believed to depend on the magnitudes of presented numerals, rather than on the particular digits instantiating those magnitudes. Recent research, however, shows that NLE placements differ considerably for target numerals with nearly identical magnitudes, but instantiated with different leftmost digits. Here we investigate whether this left digit effect may be due, in part, to the ordering of digits in number words. In English, the leftmost digit of an Arabic numeral is spoken first (“forty-one”), but Dutch number words are characterized by the inversion property: the rightmost digit of a two-digit number word is spoken first (“eenenveertig” – one and forty in Dutch). Participants (N = 40 Dutch-English bilinguals and N = 20 English-speaking monolinguals) completed a standard 0-100 NLE task. Target numerals were read aloud by an experimenter in either English or Dutch. Preregistered analyses revealed a strong left digit effect in monolingual English speakers’ estimates: e.g., 41 was placed more than two units to the right of 39. No left digit effect was observed among Dutch-English bilingual participants tested in either language. These findings are consistent with the idea that the order in which digits are spoken might influence multi-digit number processing, and suggests linguistic influences on numerical estimation performance.

scholarly journals Linguistic Inversion and Numerical Estimation

2020 ◽  
Author(s):  
Sophie Savelkouls ◽  
Katherine Williams ◽  
Hilary Barth
Keyword(s):  
Arabic Numeral ◽  
Number Line ◽  
Read Aloud ◽  
Number Word ◽  
Numerical Estimation ◽  
Digit Number ◽  
Number Words ◽  
Number Line Estimation ◽  
English Speaking ◽  
The Right

Number line estimation (NLE) performance is usually believed to depend on the magnitudes of presented numerals, rather than on the particular digits instantiating those magnitudes. Recent research, however, shows that NLE placements differ considerably for target numerals with nearly identical magnitudes, but instantiated with different leftmost digits (Lai, Zax, & Barth, 2018). Here we investigate whether this left digit effect may be due, in part, to the ordering of digits in number words. In English, the leftmost digit of an Arabic numeral is spoken first (“forty-one”), but Dutch number words are characterized by the inversion property: the rightmost digit of a two-digit number word is spoken first (“eenenveertig” - one and forty in Dutch). Participants (N = 40 Dutch-English bilinguals and N = 20 English-speaking monolinguals) completed a standard 0-100 NLE task. Target numerals were read aloud by an experimenter in either English or Dutch. Preregistered analyses revealed a strong left digit effect in monolingual English speakers’ estimates: e.g., 41 was placed more than two units to the right of 39. No left digit effect was observed among Dutch-English bilingual participants tested in either language. These findings are consistent with the idea that the order in which digits are spoken might influence multi-digit number processing, and suggests linguistic influences on numerical estimation performance.

L'anglicisme dans la langue française

2019 ◽  
Vol 3 ◽  
pp. 00013
Author(s):  
Danny Susanto
Keyword(s):  
English Language ◽  
Oil Industry ◽  
English Word ◽  
Public Institutions ◽  
Font Size ◽  
The World ◽  
French Speaking ◽  
The Difference ◽  
Definition Of ◽  
Bibliographic Study

<p class="Abstract">The purpose of this study is to analyze the phenomenon known as&nbsp;<span style="font-size: 1rem;">“anglicism”: a loan made to the English language by another language.&nbsp;</span><span style="font-size: 1rem;">Anglicism arose either from the adoption of an English word as a&nbsp;</span><span style="font-size: 1rem;">result of a translation defect despite the existence of an equivalent&nbsp;</span><span style="font-size: 1rem;">term in the language of the speaker, or from a wrong translation, as a&nbsp;</span><span style="font-size: 1rem;">word-by-word translation. Said phenomenon is very common&nbsp;</span><span style="font-size: 1rem;">nowadays and most languages of the world including making use of&nbsp;</span><span style="font-size: 1rem;">some linguistic concepts such as anglicism, neologism, syntax,&nbsp;</span><span style="font-size: 1rem;">morphology etc, this article addresses various aspects related to&nbsp;</span><span style="font-size: 1rem;">Anglicisms in French through a bibliographic study: the definition of&nbsp;</span><span style="font-size: 1rem;">Anglicism, the origin of Anglicisms in French and the current situation,&nbsp;</span><span style="font-size: 1rem;">the areas most affected by Anglicism, the different categories of&nbsp;</span><span style="font-size: 1rem;">Anglicism, the difference between French Anglicism in France and&nbsp;</span><span style="font-size: 1rem;">French-speaking Canada, the attitude of French-speaking society&nbsp;</span><span style="font-size: 1rem;">towards to the Anglicisms and their efforts to stop this phenomenon.&nbsp;</span><span style="font-size: 1rem;">The study shows that the areas affected are, among others, trade,&nbsp;</span><span style="font-size: 1rem;">travel, parliamentary and judicial institutions, sports, rail, industrial&nbsp;</span><span style="font-size: 1rem;">production and most recently film, industrial production, sport, oil industry, information technology,&nbsp;</span><span style="font-size: 1rem;">science and technology. Various initiatives have been implemented either by public institutions or by&nbsp;</span><span style="font-size: 1rem;">individuals who share concerns about the increasingly felt threat of the omnipresence of Anglicism in&nbsp;</span><span style="font-size: 1rem;">everyday life.</span></p>

Rethinking Canada: Canadian Studies and Study Abroad

2000 ◽  
Vol 6 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Richard Beach ◽  
George Sherman
Keyword(s):  
United States ◽  
The United States ◽  
University Admissions ◽  
American University ◽  
Canadian Universities ◽  
Canadian Education ◽  
Studying Abroad ◽  
Canadian Studies ◽  
French Speaking ◽  
English Speaking

Americans have been studying “abroad” in Canada on a freelance basis for generations, and for many different reasons. Certain regions of Canada, for example, provide excellent, close-to-home opportunities to study French and/or to study in a French-speaking environment. Opportunities are available coast-to-coast for “foreign studies” in an English-speaking environment. Additionally, many students are interested in visiting cities or areas from which immediate family members or relatives emigrated to the United States.  Traditionally, many more Canadians have sought higher education degrees in the United States than the reverse. However, this is about to change. Tearing a creative page out of the American university admissions handbook, Canadian universities are aggressively recruiting in the United States with the up-front argument that a Canadian education is less expensive, and a more subtle argument that it is perhaps better.

scholarly journals Morphological Change of Dhaka City Over a Period of 55 Years: A Case Study of Two Wards

1970 ◽  
Vol 2 ◽  
pp. 30-38 ◽  
Author(s):  
Bayes Ahmed ◽  
Muhammad Rakibul Hasan Raj ◽  
KM Maniruzzaman
Keyword(s):  
Urban Form ◽  
Spatial Dynamics ◽  
Morphological Structure ◽  
General Interest ◽  
Morphologic Change ◽  
Dhaka City ◽  
Territorial Expansion ◽  
Physical Form ◽  
The Many

Dhaka City has undergone radical changes in its physical form, not only by territorial expansion, but also through internal physical transformations over the last decades. These have created entirely new kinds of fabric. With these changes, the elements of urban form have changed. Plots and open spaces have been transformed into building areas, open squares into car parks, low land and water bodies into reclaimed built-up lands etc. This research has its general interest in the morphologic change of Dhaka City. It focuses on the spatial dynamics of urban growth of Dhaka over the last 55 years from 1952-2007. In the research, the transformation of urban form has been examined through space syntax. The aim behind using this technique is to describe aspects of relationships between the morphological structure of man-made environments and social structures and events. To conduct this research, Wards 49 and 72 of Dhaka City Corporation were selected as the study areas, of which Ward 72 is an indigenous and Ward 49 is a planned type of settlement. Being a planned residential area, the syntactic measures from this morphological analysis are showing quite unchanged and high values in all phases for Ward 49 and the physical characteristics of Ward 72 (Old Dhaka) still represent the past. The syntactic values are found to be higher for Ward 72 and than Ward 49. Higher values indicate that the street network is highly connective among each other. Time affects differently the layout of cities and the architecture of buildings. Of the many human creations, street systems are among the most resistant to change. This has been emphasized in this study, thereby facilitating the comparison of urban layouts across space and time. The interpretation of history in the light of quantitative accounts, as demonstrated in this study, will be of value to urban planners and urban designers for the future planning of modern Dhaka City.DOI: http://dx.doi.org/10.3329/jbip.v2i0.9554  Journal of Bangladesh Institute of Planners Vol. 2, December 2009, pp. 30-38

Local implementation of accountability instruments in the French-speaking community of Belgium

2019 ◽  
Vol 19 (2) ◽  
pp. 94-108 ◽  
Author(s):  
Samir Barbana ◽  
Xavier Dumay ◽  
Vincent Dupriez
Keyword(s):  
System Level ◽  
The Political ◽  
Political Environment ◽  
Specific Nature ◽  
Local Contexts ◽  
Significant Process ◽  
French Speaking ◽  
Political Demand ◽  
Decentralised System

This article aims to understand how new accountability instruments in the context of the French-speaking Belgian educational system are appropriated by schools. After having characterised the specific nature of those instruments in the context of a traditionally highly decentralised system involved in a significant process of centralisation, we identify their effects through the case study of three schools. Using a new institutionalist lens, the analyses show that these instruments refer, in the French-speaking Belgian context, to a specific demand from the political environment of schools: developing and framing a common educational landscape, rather than to a logic of teacher evaluation. The data also indicate a reaffirmation, against this specific political demand, of three traditional ways of functioning tied up to the requests made by local educational communities. Thus, the analyses show a conflict between inherited institutions highly embedded in local contexts and the political signal associated with the new accountability instruments aiming to institutionalise common norms at the system level.

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