Acculturation and attitudes toward code-switching: A bidimensional framework

Aims and objectives: Code-switching, the spontaneous switching from one language to another within a single speech event, is often performed by bilinguals who have mastered a communicative competence in two languages. It is also a social strategy – using linguistic cues as a means to index social categories and group solidarity. Code-switching is, therefore, linked to attitudes, seen as a reflection of the speaker and their values and identities. Traditionally perceived negatively, attitudes toward code-switching have been shown to be acceptable in certain cases, such as in multilingual contexts. However, it has yet to be determined empirically whether attitudes toward code-switching are associated with individual social characteristics, including cultural identity and identity negotiation. Adopting the bidimensional model of acculturation, the goal of the study was to investigate the relationships among cultural identity and code-switching attitudes. Specifically, we sought to examine whether the bidimensional framework can be used to characterize and distinguish biculturals and whether such distinctions result in differences in code-switching attitudes and other related factors. Data and analysis: Cantonese-English bilinguals ( n = 67) reported their language background and completed questionnaires relating to identity and code-switching. Findings: The findings suggest the bidimensional model was successful in classifying biculturals versus non-biculturals and, additionally, that biculturals could be differentiated according to their strength of cultural identification, which we designated as strong biculturals, Canadian-oriented biculturals, Chinese-oriented biculturals, and weak biculturals. Findings also revealed significant group differences in code-switching attitudes and other factors, such as code-switching comfort and preference, among the bicultural subgroups. Implications: The study supports the hypothesis that code-switching is linked to bicultural identity. The results conclude that a more nuanced classification of biculturals is meaningful, as individual differences in cultural identification among biculturals are linked to significant differences in code-switching comfort, code-switching preference, code-switching attitudes, and multicultural attitudes.

Reanalysis of an Allocentric Navigation Strategy Scale based on Item Response Theory

Focusing on 12 allocentric/survey-based strategy items of the Navigation Strategy Questionnaire (Zhong & Kozhevnikov, 2016), the current study applied item response theory-based analysis to determine whether a bidimensional model could better describe the latent structure of the survey-based strategy. Results from item and model fit diagnostics, categorical response and item information curves showed that an item with the lowest rotated component loading (.27) [SURVEY12], could be considered for exclusion in future studies; and that a bidimensional model with three preference-related items constituting a content factor offered a better representation of the latent structure than a unidimensional model per se. Mean scores from these three items also correlated significantly with a pointing-to-landmarks task to the same relative magnitude as the mean scores from all items, and all items excluding SURVEY12. These findings gave early evidence suggesting that the three preference-related items could constitute a subscale for deriving quick estimates of large-scale allocentric spatial processing in healthy adults in both experimental and clinical settings. Potential cognitive and brain mechanisms were discussed, followed by calls for future studies to gather greater evidence confirming the predictive validity of the full and sub scales, along with the design of new items focusing on environmental familiarity.

Personality, Luck Beliefs, and (Non-?) Problem Lottery Gambling

This study offers both the first systematic investigation of the relationship between the five-factor personality model and general (ostensibly non-problem) lottery gambling, and the first application of Thompson and Prendergast’s (2013) bidimensional model of luck beliefs to gambling behavior. Cross-sectional analyses (N = 844) indicate the bidimensional model of luck beliefs significantly accounts for variance in lottery gambling that is discrete from and greater than that of the five-factor personality model. Moreover, the broad pattern of relationships we find between presumably harmless state-sponsored lottery gambling and both personality and luck beliefs tend to parallel those found in studies of problem gambling, suggesting implications for quality of life and public policy in relation to lottery gambling.

A Reanalysis of the Survey-based Navigation Strategy Scale based on Item Response Theory

Focusing on 12 allocentric/survey-based strategy items of the Navigation Strategy Questionnaire (Zhong & Kozhevnikov, 2016), the current study applied item response theory-based analysis to determine whether a bidimensional model could better describe the latent structure of the survey-based strategy. Results from item and model fit diagnostics, categorical response and item information curves showed that an item with the lowest rotated component loading (.27) [SURVEY12], could be considered for exclusion in future studies; and that a bidimensional model with three preference-related items constituting a content factor offered a better representation of the latent structure than a unidimensional model per se. Mean scores from these three items also correlated significantly with a pointing-to-landmarks task to the same relative magnitude as the mean scores from all items, and all items excluding SURVEY12. These findings gave early evidence suggesting that the three preference-related items could constitute a subscale for deriving quick estimates of large-scale allocentric spatial processing in healthy adults in both experimental and clinical settings. Potential cognitive and brain mechanisms were discussed, followed by calls for future studies to gather greater evidence confirming the predictive validity of the full and sub scales, along with the design of new items focusing on environmental familiarity. [COPYRIGHT CC-BY-NC-ND 4.0 J. Y. ZHONG 2018]. AUTHOR'S NOTE: Officially published as "Reanalysis of an Allocentric Navigation Strategy Scale based on Item Response Theory"

La competencia textual y mediática en el aula de ELE

Resumen: La habilidad de comprender y producir textos es una de las competencias básicas en la sociedad de la información y de la comunicación (OECD, 2000). Sin embargo, el concepto texto ha evolucionado adquiriendo una versatilidad que rebasa la concepción tradicional de texto escrito. Para superar este desfase al que la competencia lectora o las destrezas en la comprensión y/o expresión oral no llegan, se propone desde Alemania el término competencia textual y mediática[1]. La finalidad de esta comunicación es reflexionar sobre la importancia de esta nueva competencia y dotar al profesorado de herramientas en el tratamiento de la competencia textual en el aula de ELE. Para ello, presentaremos un modelo bidimensional de competencia textual y mediática: la que el alumnado debe adquirir y la competencia didáctica que el profesorado debe poseer.Palabras clave: texto, competencia textual y mediática, elaboración de tareas Abstract: The ability to understand and produce texts is one of the basic competences in the information and communication society (OECD, 2000). However, the concept text has evolved beyond the traditional conception of written text. In order to overcome this gap, a new competence, the textual and medial competence is proposed. The purpose of this communication is to reflect on the importance of this new competence and to provide the teaching staff with tools in the treatment of the textual competence in the classroom. For this we present a bidimensional model of textual and medial competence: the one that students must acquire and the didactic textual competence that teachers must have.Keywords: text, textual and medial competence, task design[1] En alemán, Text- und Medienkompetenz.

La competencia textual y mediática en el aula de ELE

Resumen: La habilidad de comprender y producir textos es una de las competencias básicas en la sociedad de la información y de la comunicación (OECD, 2000). Sin embargo, el concepto texto ha evolucionado adquiriendo una versatilidad que rebasa la concepción tradicional de texto escrito. Para superar este desfase al que la competencia lectora o las destrezas en la comprensión y/o expresión oral no llegan, se propone desde Alemania el término competencia textual y mediática[1]. La finalidad de esta comunicación es reflexionar sobre la importancia de esta nueva competencia y dotar al profesorado de herramientas en el tratamiento de la competencia textual en el aula de ELE. Para ello, presentaremos un modelo bidimensional de competencia textual y mediática: la que el alumnado debe adquirir y la competencia didáctica que el profesorado debe poseer.Palabras clave: texto, competencia textual y mediática, elaboración de tareas Abstract: The ability to understand and produce texts is one of the basic competences in the information and communication society (OECD, 2000). However, the concept text has evolved beyond the traditional conception of written text. In order to overcome this gap, a new competence, the textual and medial competence is proposed. The purpose of this communication is to reflect on the importance of this new competence and to provide the teaching staff with tools in the treatment of the textual competence in the classroom. For this we present a bidimensional model of textual and medial competence: the one that students must acquire and the didactic textual competence that teachers must have.Keywords: text, textual and medial competence, task design[1] En alemán, Text- und Medienkompetenz.