scholarly journals Factors Modifying the Amount of Neuroanatomical Overlap between Languages in Bilinguals—A Systematic Review of Neurosurgical Language Mapping Studies

2020 ◽  
Vol 10 (12) ◽  
pp. 983
Author(s):  
Monika M. Połczyńska ◽  
Susan Y. Bookheimer
Keyword(s):  
English Language ◽  
Early Age ◽  
L2 Acquisition ◽  
Linguistic Distance ◽  
Language Mapping ◽  
Neural Representations ◽  
Neurosurgical Patients ◽  
Two Factors ◽  
Language Areas ◽  
L1 And L2

Neurosurgery on individuals with lesions around language areas becomes even more complicated when the patient is bilingual. It is thus important to understand the principles that predict the likelihood of convergent versus separate neuroanatomical organization of the first (L1) and the second language (L2) in these individuals. We reviewed all English-language publications on neurosurgical language mapping in bilinguals before January 2020 in three databases (e.g., PubMed). Our search yielded 28 studies with 207 participants. The reviewed data suggest several principles of language organization in bilingual neurosurgical patients: (1) separate cortical areas uniquely dedicated to each language in both anterior and posterior language sites are the rule rather than occasional findings, (2) In cases where there was a convergent neuroanatomical representation for L1 and L2, two factors explained the overlap: an early age of L2 acquisition and a small linguistic distance between L1 and L2 and (3) When L1 and L2 diverged neuroanatomically, more L1-specific sites were identified for early age of L2 acquisition, high L2 proficiency and a larger linguistic distance. This work provides initial evidence-based principles predicting the likelihood of converging versus separate neural representations of L1 and L2 in neurosurgical patients.

Anomaly detection in the processing of complex syntax by early L2 learners

2019 ◽  
Vol 36 (3) ◽  
pp. 371-397 ◽  
Author(s):  
Arthur Stepanov ◽  
Sara Andreetta ◽  
Penka Stateva ◽  
Adam Zawiszewski ◽  
Itziar Laka
Keyword(s):  
Native Speakers ◽  
Early Age ◽  
L2 Acquisition ◽  
Long Distance ◽  
Advanced Learners ◽  
Complex Syntax ◽  
L2 Learners ◽  
Syntactic Dependencies ◽  
Syntactic Islands ◽  
L1 And L2

This study investigates the processing of long-distance syntactic dependencies by native speakers of Slovenian (L1) who are advanced learners of Italian as a second language (L2), compared with monolingual Italian speakers. Using a self-paced reading task, we compare sensitivity of the early-acquired L2 learners to syntactic anomalies in their L2 in two empirical domains: (1) syntactic islands, for which the learners’ L1 and L2 grammars provide a converging characterization, and (2) verb–clitic constructions, for which the respective L1 and L2 grammatical descriptions diverge. We find that although our L2 learners show native-like processing patterns in the former, converging, grammatical domain, they may nevertheless perform non-native-like with respect to syntactic phenomena in which the L1 and L2 grammars do not align, despite the early age of L2 acquisition. Implications for theories of L2 acquisition and endstate are discussed.

Functional separation of languages in the bilingual brain: a comparison of electrical stimulation language mapping in 25 bilingual patients and 117 monolingual control patients

2004 ◽  
Vol 101 (3) ◽  
pp. 449-457 ◽  
Author(s):  
Timothy H. Lucas ◽  
Guy M. McKhann ◽  
George A. Ojemann
Keyword(s):  
Primary Language ◽  
Language Mapping ◽  
Anatomical Distribution ◽  
Content Type ◽  
Third Language ◽  
Parietal Lobes ◽  
Language Areas ◽  
L1 And L2 ◽  
Multiple Languages ◽  
Fine Print

Object. The aim of this investigation was to address three questions in bilingualism research: 1) are multiple languages functionally separated within the bilingual brain; 2) are these languages similarly organized; and 3) does language organization in bilinguals mirror that in monolinguals? Methods. During awake dominant-hemisphere craniotomy in each of 25 bilingual patients, the authors mapped both languages by using identical object-naming stimuli. Essential sites for primary (L1) and secondary (L2) languages were compared. Sites were photographically recorded and plotted onto an anatomically referenced grid system. Language organization in bilinguals was then compared with that in 117 monolinguals and 11 monolingual children. Conclusions. The authors found distinct language-specific sites as well as shared sites that support both languages. The L1 and L2 representations were similar in total cortical extent but significantly different in anatomical distribution. The L2-specific sites were located exclusively in the posterior temporal and parietal regions, whereas the L1 and shared sites could be found throughout the mapped regions. Bilinguals possessed seven perisylvian language zones, in which L2 sites were significantly underrepresented when compared with the distribution of language sites in monolinguals. These L2-restricted zones overlapped the primary language areas found in monolingual children, indicating that these zones become dedicated to L1 processing. These findings support three conclusions. First, it is necessary to map both languages in bilinguals because L1 and L2 sites are functionally distinct. Second, differences exist in the organization of L1 and L2 sites, with L2-specific sites located exclusively in the posterior temporal and parietal lobes. Third, language organization comparisons in bilingual and monolingual brains demonstrate the presence of L2-restricted zones, which are dedicated to L1.

Dyslexie En Tweede-Taalverwerving

2004 ◽  
Vol 71 ◽  
pp. 103-112
Author(s):  
Alarlies de Zeeuw
Keyword(s):  
Secondary School ◽  
Professional Education ◽  
English Language ◽  
Response Times ◽  
Naming Task ◽  
University Education ◽  
L2 Acquisition ◽  
L1 And L2 ◽  
Better Than

Dyslexia is a language-development deficit in the area of reading and spelling. Research has provided evidence that the extent to which dyslexics have problems with literacy acquisition may differ across languages. It is thought that this is caused by differences in consistency concerning grapheme-phoneme correspondences. Consistencies and inconsistencies between languages may, therefore, also have an effect on L2 learning. If this is indeed the case, words that are orthographically and phonologically similar in both L1 and L2 will cause relatively few problems, while words that are only phonologically similar will cause greater inhibition effects for dyslexics compared to non-dyslexic readers. To test this hypothesis, I conducted a naming task with Dutch subjects who learned English at secondary school. The results show that dyslexic readers make more errors and have slower response times than non-dyslexic readers. I also compared two levels of proficiency (2 vmbo ('lower secondary professional education') and 5 vwo ('pre-university education'). In general, the dyslexies from vwo performed much better than dyslexies from vmbo, which was to be expected, as the students of vwo had had more experience in using the English language. The dyslexies in vwo did not, however, perform better compared to age-level controls than did the dyslexies in vmbo. Although more research is needed to determine what exactly the role of level of proficiency is in L2 acquisition, the results in general support the hypothesis that the inconsistencies in the English grapheme-phoneme correspondences provide an extra challenge for dyslexies who are learning English as a second language.

QUANTIFYING THE DIFFERENCE IN READING FLUENCY BETWEEN L1 AND L2 READERS OF ENGLISH

2021 ◽  
pp. 1-28
Author(s):  
Kelly Nisbet ◽  
Raymond Bertram ◽  
Charlotte Erlinghagen ◽  
Aleks Pieczykolan ◽  
Victor Kuperman
Keyword(s):  
Reading Fluency ◽  
Reading Speed ◽  
First Language ◽  
Statistical Prediction ◽  
L2 Acquisition ◽  
Linguistic Distance ◽  
Component Skills ◽  
Novel Method ◽  
The Difference ◽  
L1 And L2

Abstract This study is a comparative examination of reading behavior of first-language (L1) Canadian and second-language (L2) Finnish and German readers of English. We measured eye-movement patterns during reading the same set of English sentences and administered tests of English vocabulary, spelling, and exposure to print. The core of our study is a novel method of statistical prediction used to generate hypothetical Finnish and German participants with maximum observed L1 scores in all component skills. We found that with L1-like component skills, hypothetical German readers can show the same reading speed as the L1 group. We hypothesize this advantage comes from the small linguistic distance to English. Conversely, hypothetical Finnish readers remain disadvantaged even with maximum component skills, likely due to a larger linguistic distance. We discuss theoretical and applied implications of our method for L2 acquisition research.

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

scholarly journals Impairment of preoperative language mapping by lesion location: a functional magnetic resonance imaging, navigated transcranial magnetic stimulation, and direct cortical stimulation study

2015 ◽  
Vol 123 (2) ◽  
pp. 314-324 ◽  
Author(s):  
Sebastian Ille ◽  
Nico Sollmann ◽  
Theresa Hauck ◽  
Stefanie Maurer ◽  
Noriko Tanigawa ◽  
...  
Keyword(s):  
Transcranial Magnetic Stimulation ◽  
Positive Predictive Value ◽  
Predictive Value ◽  
Magnetic Stimulation ◽  
Cortical Stimulation ◽  
Awake Surgery ◽  
Navigated Transcranial Magnetic Stimulation ◽  
Language Mapping ◽  
Direct Cortical Stimulation ◽  
Neurosurgical Patients

OBJECT Language mapping by repetitive navigated transcranial magnetic stimulation (rTMS) is increasingly used and has already replaced functional MRI (fMRI) in some institutions for preoperative mapping of neurosurgical patients. Yet some factors affect the concordance of both methods with direct cortical stimulation (DCS), most likely by lesions affecting cortical oxygenation levels. Therefore, the impairment of the accuracy of rTMS and fMRI was analyzed and compared with DCS during awake surgery in patients with intraparenchymal lesions. METHODS Language mapping was performed by DCS, rTMS, and fMRI using an object-naming task in 27 patients with left-sided perisylvian lesions, and the induced language errors of each method were assigned to the cortical parcellation system. Subsequently, the receiver operating characteristics were calculated for rTMS and fMRI and compared with DCS as ground truth for regions with (w/) and without (w/o) the lesion in the mapped regions. RESULTS The w/ subgroup revealed a sensitivity of 100% (w/o 100%), a specificity of 8% (w/o 5%), a positive predictive value of 34% (w/o: 53%), and a negative predictive value (NPV) of 100% (w/o: 100%) for the comparison of rTMS versus DCS. Findings for the comparison of fMRI versus DCS within the w/ subgroup revealed a sensitivity of 32% (w/o: 62%), a specificity of 88% (w/o: 60%), a positive predictive value of 56% (w/o: 62%), and a NPV of 73% (w/o: 60%). CONCLUSIONS Although strengths and weaknesses exist for both rTMS and fMRI, the results show that rTMS is less affected by a brain lesion than fMRI, especially when performing mapping of language-negative cortical regions based on sensitivity and NPV.

scholarly journals Becoming Global Citizens through Bilingualism: English Learning in the Lives of University Students in China

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
Yangguang Chen
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
World Language ◽  
Cultural Traditions ◽  
Global Citizens ◽  
Global Issues ◽  
Chinese Learners ◽  
The World ◽  
English Classroom ◽  
L1 And L2

The ongoing globalisation has led to a tremendous expansion of the English language. With China striving to become part of the world economy since the late 1970's, there has been a great emphasis placed on the education of young people to become a world citizen with fluent English. “Being a global citizen” is having strong interests in global issues, cultivating the understanding and appreciation of diverse values, and enhancing country's competitiveness. All this however needs to be realized through communication in English, the world language. Improving communicative competence among Chinese learners of English depends on how English is learnt in the FL classroom and how it gets practiced outside the classroom. Data drawn from English corners, English clubs and English church all show that those informal learning settings have a complentary role to play especially when the formal English classroom is found having various deficits. Data also confirm that informal settings offer the opportunity to close the gap between L1 and L2 learning processes, and nurtutre learners' communicative competence through social intercourse and intercultural exchanges. Moreover, EFL learning is inherently intercultural, which facilitate cross cultural perspectives through bilingualism and bridges over the indigenous cultural traditions and the western democratic values.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

scholarly journals Between Knowledge and Use of Iban and Malay Multiword Expression: An Insight into L1 and L2 Acquisition and Competence

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Shanthi Nadarajan ◽  
Fiona Balan
Keyword(s):  
Local Knowledge ◽  
Written Language ◽  
Questionnaire Data ◽  
L2 Acquisition ◽  
Common Features ◽  
Multiword Expressions ◽  
Formal Instruction ◽  
Schooling Experience ◽  
L1 And L2 ◽  
Insight Into

This article examines usage and use of multiword expressions (MWE) among Iban youths in Sarawak. The questionnaire data were from 80 Iban youths who had to identify 15 MWE (similar, nearly similar and different) in Malay and Iban, and use them at the word, phrase and sentence levels. The findings revealed that close to 67% of the respondents could not recognise or use expressions in Iban, suggesting some loss of productive knowledge and language empowerment. However, respondents with recent schooling experience were able to use the expressions in Malay and reproduce them in written forms. Formal instruction and the written language have helped to extend local knowledge and use of MWE expressions for Iban youths. The study suggests that documentation, preservation and maintenance efforts stand to benefit when there is greater sharing and consciousness raising of common features between and among languages in the region.

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