scholarly journals Being a Student or at Home: Does Topic Influence How Bilinguals Process Words in Each Language?

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 150
Author(s):  
Veniamin Shiron ◽  
Huanhuan Liu ◽  
Angela de Bruin
Keyword(s):  
North America ◽  
Language Processing ◽  
Family Life ◽  
Dual Language ◽  
Language Use ◽  
Decision Task ◽  
L2 Processing ◽  
English Bilingual ◽  
The Uk ◽  
English Students

Research has assessed how language use differences between bilinguals (e.g., whether two languages are used approximately equally often or not) influence language processing. However, first (L1) and second (L2) language use might also differ within bilinguals, depending on the topic of conversation. For example, a Mandarin–English bilingual studying in North America or the UK might talk about exams in English but about their childhood in Mandarin. In this study, we therefore examined how topics associated with either the L1 or L2 can influence language processing. Twenty-nine Mandarin–English students in North America/the UK completed a lexical decision task in single-language contexts (all words/pseudowords in one language) and in dual-language contexts (alternating between Mandarin and English). Half of the words referred to L1-associated topics (childhood and family life) and half were L2-associated (studying and life at university). Topic influenced L2 processing, with L2-associated topics being processed faster than topics associated with the L1 in single- and dual-language contexts. In contrast, topic did not influence L1 processing. This suggests that L2 processing might not only be influenced by differences between bilinguals but also by differences within bilinguals. In contrast, L1 processing might be less susceptible to influences of topic-specific language use.

scholarly journals Input effects across domains: The case of Greek subjects in child heritage language

2018 ◽  
Vol 35 (3) ◽  
pp. 421-445 ◽  
Author(s):  
Evangelia Daskalaki ◽  
Vasiliki Chondrogianni ◽  
Elma Blom ◽  
Froso Argyri ◽  
Johanne Paradis
Keyword(s):  
Language Acquisition ◽  
North America ◽  
Heritage Language ◽  
Language Use ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Syntactic Structures ◽  
Heritage Language Acquisition ◽  
English Bilingual ◽  
Interface Hypothesis

A recurring question in the literature of heritage language acquisition, and more generally of bilingual acquisition, is whether all linguistic domains are sensitive to input reduction and to cross-linguistic influence and to what extent. According to the Interface Hypothesis, morphosyntactic phenomena regulated by discourse–pragmatic conditions are more likely to lead to non-native outcomes than strictly syntactic aspects of the language (Sorace, 2011). To test this hypothesis, we examined subject realization and placement in Greek–English bilingual children learning Greek as a heritage language in North America and investigated whether the amount of heritage language use can predict their performance in syntax–discourse and narrow syntactic contexts. Results indicated two deviations from the Interface Hypothesis: First, subject realization (a syntax–discourse phenomenon) was found to be largely unproblematic. Second, subject placement was affected not only in syntax–discourse structures but also in narrow syntactic structures, though to a lesser degree, suggesting that the association between the interface status of subject placement and its sensitivity to heritage language use among children heritage speakers is gradient rather than categorical.

scholarly journals Still ‘native’? Morphological processing in second-language-immersed speakers

2021 ◽  
pp. 136700692110194
Author(s):  
Sandra Kotzor ◽  
Swetlana Schuster ◽  
Aditi Lahiri
Keyword(s):  
Second Language ◽  
Processing System ◽  
Morphological Processing ◽  
Decision Task ◽  
Language Attrition ◽  
L2 Processing ◽  
Processing Strategies ◽  
Morphological Differences ◽  
The Uk ◽  
L1 And L2

Aims and objectives/purpose/research questions: This paper investigates whether sustained immersion in a dominant second-language (L2) environment alters morphological processing strategies compared to those of L1-immersed speakers. Furthermore, we assess the methodological usefulness of a language-mode task in light of the validity of conducting native processing research on L2-immersed speakers. Design/methodology/approach: We use the design and stimuli of a previous long-lag visual lexical decision task conducted with native German speakers in Germany and use this group as a control. Thirty-two native German speakers resident in the UK (>2 years; minimal day-to-day German use) participated in two experimental sessions (one containing a 20-minute conversation task in German). Data and analysis: The data shows clear differences between facilitation patterns of L1 and L2-immersed participants. L2-immersed speakers display decreased sensitivity to subtle morphological differences as well as facilitation in a form condition similar to effects seen in L2 processing. Lexical decisions of pseudowords based on plausibility, however, remain similar. While the pre-experiment language-mode task resulted in overall faster responses, there was no effect on processing patterns. Findings/conclusions: L1 morphological processing is affected by continued exposure to a dominant second language with sensitivity to the internal structure or differences of morphologically complex items decreasing. The attrition group shows certain similarities to L2 morphological processing. Our findings also call for caution in the recruitment of L2-immersed experiment participants. Originality: Research on morphological processing in language attrition is scarce and no previous work has examined complex derived words. The addition of a principled manipulation of the pre-experiment task is also uncommon. Significance/implications: The possible similarity of L1-attrition and L2-learner processing challenges the concept of ‘native’ processing and the notion of ‘nativeness’ as a stable property. Further comparison of these populations may lead to a more thorough understanding of the adaptability of our processing system.

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 Inhibitory and facilitatory effects of phonological and orthographic similarity on L2 word recognition across modalities in bilinguals

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Candice Frances ◽  
Eugenia Navarra-Barindelli ◽  
Clara D. Martin
Keyword(s):  
Lexical Decision ◽  
Language Processing ◽  
Theoretical Implication ◽  
Phonological Similarity ◽  
Target Language ◽  
Visual Modality ◽  
Decision Task ◽  
Auditory Modality ◽  
Orthographic Similarity ◽  
Special Category

AbstractLanguage perception studies on bilinguals often show that words that share form and meaning across languages (cognates) are easier to process than words that share only meaning. This facilitatory phenomenon is known as the cognate effect. Most previous studies have shown this effect visually, whereas the auditory modality as well as the interplay between type of similarity and modality remain largely unexplored. In this study, highly proficient late Spanish–English bilinguals carried out a lexical decision task in their second language, both visually and auditorily. Words had high or low phonological and orthographic similarity, fully crossed. We also included orthographically identical words (perfect cognates). Our results suggest that similarity in the same modality (i.e., orthographic similarity in the visual modality and phonological similarity in the auditory modality) leads to improved signal detection, whereas similarity across modalities hinders it. We provide support for the idea that perfect cognates are a special category within cognates. Results suggest a need for a conceptual and practical separation between types of similarity in cognate studies. The theoretical implication is that the representations of items are active in both modalities of the non-target language during language processing, which needs to be incorporated to our current processing models.

scholarly journals Finding What Is Inaccessible: Antimicrobial Resistance Language Use among the One Health Domains

Antibiotics ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 385
Author(s):  
Lauren L. Wind ◽  
Jonathan S. Briganti ◽  
Anne M. Brown ◽  
Timothy P. Neher ◽  
Meghan F. Davis ◽  
...  
Keyword(s):  
Antibiotic Resistance ◽  
Open Access ◽  
Antimicrobial Resistance ◽  
Language Processing ◽  
One Health ◽  
Language Use ◽  
Language Usage ◽  
Health Domains ◽  
Accessibility Issues ◽  
The One

The success of a One Health approach to combating antimicrobial resistance (AMR) requires effective data sharing across the three One Health domains (human, animal, and environment). To investigate if there are differences in language use across the One Health domains, we examined the peer-reviewed literature using a combination of text data mining and natural language processing techniques on 20,000 open-access articles related to AMR and One Health. Evaluating AMR key term frequency from the European PubMed Collection published between 1990 and 2019 showed distinct AMR language usage within each domain and incongruent language usage across domains, with significant differences in key term usage frequencies when articles were grouped by the One Health sub-specialties (2-way ANOVA; p < 0.001). Over the 29-year period, “antibiotic resistance” and “AR” were used 18 times more than “antimicrobial resistance” and “AMR”. The discord of language use across One Health potentially weakens the effectiveness of interdisciplinary research by creating accessibility issues for researchers using search engines. This research was the first to quantify this disparate language use within One Health, which inhibits collaboration and crosstalk between domains. We suggest the following for authors publishing AMR-related research within the One Health context: (1) increase title/abstract searchability by including both antimicrobial and antibiotic resistance related search terms; (2) include “One Health” in the title/abstract; and (3) prioritize open-access publication.

scholarly journals Preserving and memorialising relationships: exploring young people’s experiences of foster care through the lens of social capital

2018 ◽  
Vol 42 (2) ◽  
pp. 176-188 ◽  
Author(s):  
Justin Rogers
Keyword(s):  
Social Capital ◽  
Social Networks ◽  
Foster Care ◽  
Young People ◽  
Qualitative Methods ◽  
Family Life ◽  
Growing Up ◽  
Policy And Practice ◽  
The Uk ◽  
Gain Access

This article presents findings from research into how young people growing up in foster care in the UK manage the relationships in their social networks and gain access to social capital. It is a concept that highlights the value of relationships and is relevant to young people in care as they have usually experienced disruptions to their social and family life. Qualitative methods were used and the findings show that despite experiencing disruption to their social networks, the young people demonstrated that they were able to maintain access to their social capital. They achieved this in two ways. Firstly, they preserved their relationships, often through what can be seen as ordinary practices but in the extraordinary context of being in foster care. Secondly, they engaged in creative practices of memorialisation to preserve relationships that had ended or had been significantly impaired due to their experience of separation and movement. The article highlights implications for policy and practice, including the need to recognise the value of young people’s personal possessions. Furthermore, it stresses the need to support them to maintain their relationships across their networks as this facilitates their access to social capital.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

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