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Journal articles on the topic 'Bilingual contexts'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

YE, YANYAN, LEI MO, and QIHAN WU. "Mixed cultural context brings out bilingual advantage on executive function." Bilingualism: Language and Cognition 20, no. 4 (2016): 844–52. http://dx.doi.org/10.1017/s1366728916000481.

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The issue of whether bilinguals have advantages over monolinguals in cognitive functions has received ongoing research attention. Most researchers have agreed that continuously shifting between two languages enhances bilinguals' executive function, but several recent studies failed to find any evidence of bilingual advantage. In addition, the mechanism of bilingual advantage in executive function is not fully understood. Here, we hypothesized that a bilingual advantage should appear on tasks requiring an enhanced level of executive function, and tested this hypothesis in a non-language-based m

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Tomaz, Margarida, Maria Lobo, Ana Madeira, Carla Soares-Jesel, and Stéphanie Vaz. "Omissão e colocação de clíticos por crianças bilingues Português-Francês." Revista da Associação Portuguesa de Linguística, no. 5 (November 21, 2019): 385–412. http://dx.doi.org/10.26334/2183-9077/rapln5ano2019a25.

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This study investigates clitic omission and clitic placement in Portuguese-French bilingual children. Using two elicited production tasks, we show that the global pattern of development is very similar to the one found in monolingual acquisition: bilingual children are sensitive to the type of clitic (more omission in accusative contexts than in reflexive contexts), syntactic context (higher rates of pronoun production in islands than in simple sentences), and animacy (the rates of omission are always higher with inanimate antecedents). As for clitic placement, although the developmental path

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Liu, Cong, Kalinka Timmer, Lu Jiao, and Ruiming Wang. "Symmetries of comprehension-based language switch costs in conflicting versus non-conflicting contexts." International Journal of Bilingualism 24, no. 4 (2019): 588–98. http://dx.doi.org/10.1177/1367006919848487.

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Aims: The present study aimed to investigate the effect of contexts (i.e., non-conflicting context versus conflicting context) on bilingual language switch costs during language comprehension. Methodology: Thirty-two unbalance Chinese-English bilinguals completed a modified comprehension-based language-switching task in two contexts. They made a judgement about the colour meaning of the word. In the non-conflicting context all words were presented in white ink, while in the conflicting context the words were printed in an inconsistent ink colour. Data and analysis: Reaction time and accuracy d

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de Bruin, Angela. "Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences." Behavioral Sciences 9, no. 3 (2019): 33. http://dx.doi.org/10.3390/bs9030033.

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No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in r

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SERRATRICE, LUDOVICA, ANTONELLA SORACE, FRANCESCA FILIACI, and MICHELA BALDO. "Pronominal objects in English–Italian and Spanish–Italian bilingual children." Applied Psycholinguistics 33, no. 4 (2011): 725–51. http://dx.doi.org/10.1017/s0142716411000543.

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ABSTRACTThis study investigated the role of typological relatedness, language of the community, and age, in predicting similarities and differences between English–Italian, Spanish–Italian bilingual children and their monolingual child and adult counterparts in the acceptability of pre- and postverbal object pronouns in [±focus] contexts in Italian and in English. Cross-linguistic influence occurred in [−focus] contexts as a function of typological relatedness and language of the community. English–Italian bilinguals in the UK accepted pragmatically inappropriate postverbal pronouns in [−focus

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OLSON, DANIEL J. "The gradient effect of context on language switching and lexical access in bilingual production." Applied Psycholinguistics 37, no. 3 (2015): 725–56. http://dx.doi.org/10.1017/s0142716415000223.

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ABSTRACTPrevious research on bilingual language switching costs has demonstrated asymmetrical switch costs, driven primarily by language dominance, such that switches into a more dominant language incur significantly greater reaction time delays than switches into a less dominant language. While such studies have generally relied on a fixed ratio of switch to nonswitch tokens, it is clear that bilinguals operate not in a fixed ratio, but along a naturally occurring bilingual continuum of modes or contexts. Bridging the concepts of language switching and language context, the current study exam

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Tiv, Mehrgol, Vincent Rouillard, Naomi Vingron, Sabrina Wiebe, and Debra Titone. "Global Second Language Proficiency Predicts Self-Perceptions of General Sarcasm Use Among Bilingual Adults." Journal of Language and Social Psychology 38, no. 4 (2019): 459–78. http://dx.doi.org/10.1177/0261927x19865764.

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Each culture has a distinct set of features that contribute to a unique communication style. For example, bilinguals often balance multiple social contexts and may undergo cognitive changes that consequently support different communication styles. The present work examines how individual differences in bilingual experience affect one form of communication style: sarcastic and indirect language. A diverse sample of largely bilingual adults (first language English) rated their likelihood of using sarcastic and indirect language across different daily settings. They also rated their second langua

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Balam, Osmer, María del Carmen Parafita Couto, and Hans Stadthagen-González. "Bilingual verbs in three Spanish/English code-switching communities." International Journal of Bilingualism 24, no. 5-6 (2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.

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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability t

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Siegel, Jeff. "Bilingual literacy in creole contexts." Journal of Multilingual and Multicultural Development 31, no. 4 (2010): 383–402. http://dx.doi.org/10.1080/01434632.2010.497217.

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Van Assche, Eva, Wouter Duyck, and Marc Brysbaert. "VERB PROCESSING BY BILINGUALS IN SENTENCE CONTEXTS." Studies in Second Language Acquisition 35, no. 2 (2013): 237–59. http://dx.doi.org/10.1017/s0272263112000873.

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Many studies on bilingual language processing have shown that lexical access is not selective with respect to language. These studies typically used nouns as word stimuli. The aim of the present study was to extend the previous findings on noun processing to verb processing. In the first experiment, Dutch-English bilinguals performed a lexical decision task in their second language and were faster to recognize cognate verbs (e.g., Dutch-English geven-give) presented out of context than control words. This verb cognate facilitation effect was not modulated by verb tense. In a second experiment,

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PÉREZ-LEROUX, ANA TERESA, ALEJANDRO CUZA, and DANIELLE THOMAS. "Clitic placement in Spanish–English bilingual children." Bilingualism: Language and Cognition 14, no. 2 (2011): 221–32. http://dx.doi.org/10.1017/s1366728910000234.

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Can transfer occur in child bilingual syntax when surface overlap does not involve the syntax-pragmatics interface? Twenty-three Spanish/English bilingual children participated in an elicited imitation study of clitic placement in Spanish restructuring contexts, where variable word order is not associated with pragmatic or semantic factors. Bilingual children performed poorly with preverbal clitics, the order that does not overlap with English. Distinct bilingual patterns emerged: backward repositioning, omissions (for simultaneous bilinguals) and a reduction in forward repositioning bias. We

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Jiao, Lu, Cong Liu, Lijuan Liang, Patrick Plummer, Charles A. Perfetti, and Baoguo Chen. "The contributions of language control to executive functions: From the perspective of bilingual comprehension." Quarterly Journal of Experimental Psychology 72, no. 8 (2019): 1984–97. http://dx.doi.org/10.1177/1747021818821601.

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Previous studies have suggested that bilingual production experience has beneficial effects on executive functions. In the current study, four experiments were conducted to investigate whether bilingual comprehension experience influences executive functions. In Experiments 1 and 2, Chinese–English bilinguals completed a flanker task interleaved with a language comprehension task (reading comprehension in Experiment 1 and listening comprehension in Experiment 2). There were three blocks distinguished by language context, with a Chinese (L1) block, an English (L2) block, and a mixed (L1 and L2)

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Nardelli, Marina Cestari, and Maria Lobo. "Omissão de clíticos na aquisição bilingue português-espanhol." Revista da Associação Portuguesa de Linguística, no. 3 (November 19, 2020): 241–63. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a14.

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This study examines clitic omission in Spanish-Portuguese bilingual acquisition. Using an elicited production task, we show that bilinguals omit clitics in both languages, but their rates of omission are higher in Portuguese. We show that, although bilinguals differ from monolinguals in their rates of omission in Spanish, they progressively become closer to monolinguals and like monolinguals they distinguish different syntactic contexts. This suggests that bilingual development is essentially similar to monolingual development but it is slower in what concerns syntactic properties for which th

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Lemhöfer, Kristin, and Ralph Radach. "Task Context Effects in Bilingual Nonword Processing." Experimental Psychology 56, no. 1 (2009): 41–47. http://dx.doi.org/10.1027/1618-3169.56.1.41.

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To investigate the language-specific or language-integrated nature of bilingual lexical processing in different task contexts, we studied how bilinguals process nonwords that differ in their relative resemblance to the bilinguals’ two languages in different versions of the lexical decision task. Unbalanced German-English bilinguals performed a pure-German, a pure-English, and a mixed lexical decision task on the same set of nonwords that were either very English-like or very German-like. Rejection latencies for these two nonword categories were reversed in the pure-English and pure-German cond

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Babino, Alexandra, and Ricardo González-Carriedo. "Striving Toward Equitable Biliteracy Assessments in Hegemonic School Contexts." Association of Mexican American Educators Journal 11, no. 1 (2017): 54. http://dx.doi.org/10.24974/amae.11.328.

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American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for English monolingual students. The lack of specific assessments created for emergent bilinguals provides teachers and other stakeholders with only a partial and often inaccurate view of the students’ literacy growth as they develop proficiency in two langua

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Gutiérrez-Mangado, María Juncal, and María Martínez-Adrián. "The use of L3 English articles by Basque-Spanish bilinguals." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (2018): 124–58. http://dx.doi.org/10.1075/resla.17015.gut.

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Abstract In this paper we compare the data from a group of L1 Basque-Spanish bilingual learners of L3 English with a matching group of L1 Spanish learners of L2 English. The results show that the bilinguals omit articles and overuse ‘the’ more than the L1 Spanish group. The pattern of omissions by the bilinguals shows that one subgroup omitted heavily while the other produced only sporadic omissions. With respect to overuse, the bilinguals consistently overused ‘the’ in indefinite contexts, while ‘a’ overuse was practically absent. The results from the bilingual group pattern with findings fro

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Grey, Sarah. "What can artificial languages reveal about morphosyntactic processing in bilinguals?" Bilingualism: Language and Cognition 23, no. 1 (2019): 81–86. http://dx.doi.org/10.1017/s1366728919000567.

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AbstractThis article reviews work that has employed artificial languages to investigate the learning and processing of additional language grammar in bilinguals, with a focus on morphosyntactic processing in sentence contexts. The article first discusses research that has utilized artificial languages to elucidate two central issues in research on bilingual third language learning and processing: the role of prior language-learning experience and cross-linguistic transfer from the native and second languages to the third. Then, research that has compared bilingual third language to monolingual

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García-Alcaraz, Estela, and Aurora Bel. "Does empirical data from bilingual and native Spanish corpora meet linguistic theory? The role of discourse context in variation of subject expression." Applied Linguistics Review 10, no. 4 (2019): 491–515. http://dx.doi.org/10.1515/applirev-2017-0101.

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AbstractThe goal of this study is to shed light on how empirical data on the discourse constraints of null and overt third person subject pronouns in L1 and bilingual Spanish meet linguistic theory. A (semi)spontaneous production task was administered to 34 Moroccan Arabic (MA)/Spanish early sequential bilinguals and 30 L1 Spanish controls. All 3rd person subject positions were coded: (1) morphosyntactic form (null pronoun vs. overt pronoun); (2) discourse function ([-Topic Shift] vs. [+Topic Shift]); (3) sentence relation (intrasentential vs. intersentential); (4) clause order within intrasen

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Bakker, Peter. "Linguistic Borrowing in Bilingual Contexts (review)." Language 81, no. 2 (2005): 501–4. http://dx.doi.org/10.1353/lan.2005.0044.

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Wang, Feiyu. "Rethinking bilingual education in postcolonial contexts." Journal of Multilingual and Multicultural Development 34, no. 5 (2013): 506–7. http://dx.doi.org/10.1080/01434632.2013.803763.

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Lafon, Michel. "Rethinking bilingual education in postcolonial contexts." Southern African Linguistics and Applied Language Studies 31, no. 2 (2013): 271–79. http://dx.doi.org/10.2989/16073614.2013.815984.

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Hatton, Diane C. "Information Transmission in Bilingual, Bicultural Contexts." Journal of Community Health Nursing 9, no. 1 (1992): 53–59. http://dx.doi.org/10.1207/s15327655jchn0901_6.

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Benson, Carol. "Rethinking bilingual education in postcolonial contexts." Language Matters 43, no. 1 (2012): 113–16. http://dx.doi.org/10.1080/10228195.2012.675349.

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Cutié, Alberto R. "Preaching in Bilingual and Multicultural Contexts." Anglican Theological Review 101, no. 1 (2019): 89–96. http://dx.doi.org/10.1177/000332861910100107.

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Olson, Daniel J. "The role of code-switching and language context in bilingual phonetic transfer." Journal of the International Phonetic Association 46, no. 3 (2016): 263–85. http://dx.doi.org/10.1017/s0025100315000468.

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The present study examines the effect of two potential catalysts for interlanguage phonetic interaction, code-switching and language mode, on the production of voice onset time (VOT) to better understand the role of (near) simultaneous dual language activation on phonetic production, as well as the nature of phonetic transfer. An oral production paradigm was carried out in which Spanish–English bilinguals produced words with initial voiceless stops as non-switched tokens, code-switched tokens in an otherwise monolingual context, and code-switched tokens in a bilingual context. Results demonstr

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SERRATRICE, LUDOVICA, ANTONELLA SORACE, FRANCESCA FILIACI, and MICHELA BALDO. "Bilingual children's sensitivity to specificity and genericity: Evidence from metalinguistic awareness." Bilingualism: Language and Cognition 12, no. 2 (2009): 239–57. http://dx.doi.org/10.1017/s1366728909004027.

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A number of recent studies have argued that bilingual children's language comprehension and production may be affected by cross-linguistic influence. The overall aim of this study was to investigate whether the ability to judge the grammaticality of a construction in one language is affected by knowledge of the corresponding construction in the other language. We investigated how English–Italian and Spanish–Italian bilingual children and monolingual peers judged the grammaticality of plural NPs in specific and generic contexts in English and in Italian. We also explored whether language of the

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Rezzonico, Stefano, Ahuva Goldberg, Trelani Milburn, Adriana Belletti, and Luigi Girolametto. "English Verb Accuracy of Bilingual Cantonese–English Preschoolers." Language, Speech, and Hearing Services in Schools 48, no. 3 (2017): 153–67. http://dx.doi.org/10.1044/2017_lshss-16-0054.

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Purpose Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese–English bilingual preschoolers. Method The sample included 47 Cantonese–English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early G

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Quay, Suzanne. "The bilingual lexicon: implications for studies of language choice." Journal of Child Language 22, no. 2 (1995): 369–87. http://dx.doi.org/10.1017/s0305000900009831.

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ABSTRACTLexical gaps in vocabulary development have been acknowledged as a reason for language mixing in young bilingual children. In spite of this, most studies do not take into account whether young bilinguals have the lexical resources to make a choice between their two languages. Inferences are nevertheless still being made about whether or not young bilinguals differentiate between their two languages based on language choice. It is widely believed, however, that young bilinguals do not have the resources to make lexical choices at a pre-syntactic stage of development before age two. A bi

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Torres, Julio, and Cristina Sanz. "Is There a Cognitive Advantage for Spanish Heritage Bilinguals? A First Look." Heritage Language Journal 12, no. 3 (2015): 292–309. http://dx.doi.org/10.46538/hlj.12.3.4.

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We report the findings from an ongoing study on the relationship between bilinguals’ language experience and cognitive control. Previous research suggests that early bilingualism exerts an advantage on executive control, possibly due to the cognitive requirements involved in the daily juggling of two languages (Adesope, Lavin, Thompson, & Ungerleider, 2010). However, other researchers also have argued against a cognitive control advantage in bilinguals (Hilchey & Klein, 2011). It remains unclear whether cognitive benefits hold true for bilinguals across different contexts, given differ

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Cummins, Jim. "Language and literacy acquisition in bilingual contexts." Journal of Multilingual and Multicultural Development 10, no. 1 (1989): 17–31. http://dx.doi.org/10.1080/01434632.1989.9994360.

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Karacan, Cemil Gökhan, and Kenan Dikilitaş. "Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition." Sustainable Multilingualism 17, no. 1 (2020): 41–70. http://dx.doi.org/10.2478/sm-2020-0013.

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SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies rep

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Gathercole, Virginia C. Mueller. "Bilingualism matters." International Journal of Behavioral Development 38, no. 4 (2014): 359–66. http://dx.doi.org/10.1177/0165025414531676.

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The articles in this special issue provide a complex picture of acquisition in bilinguals in which the factors that contribute to patterns of performance in bilingual children’s two languages are myriad and diverse. The processes and contours of development in bilingual children are influenced, not only by the quantity, quality, and contexts of input, but by whether the child hears monolingual or bilingual speech, who is the source of that speech, the proportion of speakers of the heritage language in the community, the child’s birth order in the family, the family’s SES, the timing and the ch

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Contemori, Carla, and Iva Ivanova. "Bilingual referential choice in cognitively demanding situations." Bilingualism: Language and Cognition 24, no. 1 (2020): 83–95. http://dx.doi.org/10.1017/s1366728920000176.

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AbstractUnder the Interface Hypothesis, bilinguals’ non-nativelike referential choices may be influenced by the increased cognitive demands and less automatic processing of bilingual production. We test this hypothesis by comparing pronoun production in the L2 of nonbalanced Spanish–English bilinguals to that of English monolinguals in two cognitively challenging contexts. In Experiment 1, both monolinguals and bilinguals produced more explicit references when part of the information was unavailable to their addressee (privileged ground) than when all information was shared (common ground), ev

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Binks, Hanna L., and Enlli Môn Thomas. "Long-term outcomes for bilinguals in minority language contexts: Welsh–English teenagers’ performance on measures of grammatical gender and plural morphology in Welsh." Applied Psycholinguistics 40, no. 4 (2019): 1019–49. http://dx.doi.org/10.1017/s0142716419000110.

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AbstractThis study explored the long-term effects of limited input on bilingual teenagers’ acquisition of complex morphology in Welsh. Study 1 assessed 168 12–13 and 16–17-year-old teenagers, across three bilingual groups: those whose first language was Welsh (L1 Welsh), those who learned Welsh and English simultaneously (L1 Welsh–English), and those who learned Welsh as a second language (L2 Welsh), on their receptive knowledge of grammatical gender. Study 2 assessed the same participants on their production of plural morphology. While the results of Study 1 revealed continuous progression to

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Tosi, Arturo. "Bilingual Education." Annual Review of Applied Linguistics 10 (March 1989): 103–21. http://dx.doi.org/10.1017/s0267190500001239.

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In the past two decades bilingual education has become an educational movement and a field of academic inquiry of remarkable growth throughout the world. At first glance this appears to be the outcome of the increasingly hegemonic role of a few languages like English in the western world and countries economically affiliated to it, Russian in the multilingual republics of the Soviet Union, and Putonghua in the People's Republic of China. But a closer look at the first of these areas—the one better known to us—shows how complex the dynamics of language spread and language change are in diverse

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PEETERS, DAVID, and TON DIJKSTRA. "Sustained inhibition of the native language in bilingual language production: A virtual reality approach." Bilingualism: Language and Cognition 21, no. 5 (2017): 1035–61. http://dx.doi.org/10.1017/s1366728917000396.

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Bilinguals often switch languages as a function of the language background of their addressee. The control mechanisms supporting bilinguals' ability to select the contextually appropriate language are heavily debated. Here we present four experiments in which unbalanced bilinguals named pictures in their first language Dutch and their second language English in mixed and blocked contexts. Immersive virtual reality technology was used to increase the ecological validity of the cued language-switching paradigm. Behaviorally, we consistently observed symmetrical switch costs, reversed language do

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Liu, Cong, Kalinka Timmer, Lu Jiao, Yuan Yuan, and Ruiming Wang. "The influence of contextual faces on bilingual language control." Quarterly Journal of Experimental Psychology 72, no. 9 (2019): 2313–27. http://dx.doi.org/10.1177/1747021819836713.

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How do faces with social-cultural identity affect bilingual language control? We approach this question by looking at the switch cost patterns and reversed language dominance effect, which are suggested to reflect bilingual language control mechanisms, in the absence (i.e., baseline context) or presence of faces with socio-cultural identity (Asian or Caucasian). In separate blocks, the face matched (i.e., congruent context) or mismatched (i.e., incongruent context) the language to be spoken. In addition, cue preparation time was manipulated to be long (Experiment 1) or short (Experiment 2). In

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Laleko, Oksana. "Resolving Indeterminacy in Gender Agreement: Comparing Heritage Speakers and L2 Learners of Russian." Heritage Language Journal 16, no. 2 (2019): 151–82. http://dx.doi.org/10.46538/hlj.16.2.3.

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Cross-linguistically, both heritage language (HL) speakers and second language (L2) learners have been shown to experience difficulty in producing and interpreting linguistic structures characterized by indeterminacy, or lack of an invariable and transparent relationship between meaning and form. This article compares two populations of Russian-English bilinguals on their strategies of resolving ambiguity within the system of grammatical gender in Russian, with a particular focus on indeterminacy in gender agreement with animate nouns. As a result of complex interactions among lexical, morpho-

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DE LEÓN RODRÍGUEZ, DIEGO, KARIN A. BUETLER, NOËMI EGGENBERGER, et al. "The modulation of reading strategies by language opacity in early bilinguals: an eye movement study." Bilingualism: Language and Cognition 19, no. 3 (2015): 567–77. http://dx.doi.org/10.1017/s1366728915000310.

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Converging evidences from eye movement experiments indicate that linguistic contexts influence reading strategies. However, the question of whether different linguistic contexts modulate eye movements during reading in the same bilingual individuals remains unresolved. We examined reading strategies in a transparent (German) and an opaque (French) language of early, highly proficient French–German bilinguals: participants read aloud isolated French and German words and pseudo-words while the First Fixation Location (FFL), its duration and latency were measured. Since transparent linguistic con

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Contemori, Carla, and Fabiola Tortajada. "The use of social–communicative cues to interpret ambiguous pronouns: Bilingual adults differ from monolinguals." Applied Psycholinguistics 41, no. 1 (2019): 51–77. http://dx.doi.org/10.1017/s0142716419000407.

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AbstractWe examine the interpretation of ambiguous pronouns in Spanish–English bilingual adults, in contexts in which social–communicative cues (looking-only or looking-and-pointing) are used. In Experiment 1, we demonstrate that pronoun interpretation is guided by the first-mention bias, which is modulated by the presence of the social–communicative cues both in monolinguals and in bilinguals. In Experiment 2, we show that if the speaker using the social–communicative cues is a non-native speaker of English, bilinguals rely more strongly on the social–communicative cues than monolinguals. Exp

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Cho, Hyonsuk, and X. Christine Wang. "Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts." Journal of Early Childhood Research 18, no. 2 (2020): 200–213. http://dx.doi.org/10.1177/1476718x19898746.

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Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dyna

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Walker, Constance, Carlos J. Ovando, Virginia P. Collier, Arnulfo G. Ramírez, and Arnulfo G. Ramirez. "Bilingual and ESL Classrooms: Teaching in Multicultural Contexts." TESOL Quarterly 21, no. 3 (1987): 549. http://dx.doi.org/10.2307/3586502.

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Hardman, Joel, Carloa J. Ovando, and Virginia P. Collier. "Bilingual and ESL Classrooms: Teaching in Multicultural Contexts." TESOL Quarterly 34, no. 1 (2000): 187. http://dx.doi.org/10.2307/3588107.

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Rumlich, Dominik. "Bilingual education in monolingual contexts: a comparative perspective." Language Learning Journal 48, no. 1 (2019): 115–19. http://dx.doi.org/10.1080/09571736.2019.1696879.

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David, Maya Khemlani. "Feliciano Chimbutane: Rethinking Bilingual Education in Postcolonial Contexts." Language Policy 12, no. 2 (2012): 197–99. http://dx.doi.org/10.1007/s10993-012-9236-9.

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Pousada, Alicia. "Bilingual and E.S.L. classrooms: Teaching in multicultural contexts." Lingua 74, no. 4 (1988): 352–56. http://dx.doi.org/10.1016/0024-3841(88)90067-8.

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Crosson, Amy C., Margaret G. McKeown, Kelly P. Robbins, and Kathleen J. Brown. "Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents." Language, Speech, and Hearing Services in Schools 50, no. 4 (2019): 493–505. http://dx.doi.org/10.1044/2019_lshss-voia-18-0127.

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Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish , ambiguous ). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamilia

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Viner, Kevin Martillo. "Second-generation NYC bilinguals’ use of the Spanish subjunctive in obligatory contexts." Spanish in Context 13, no. 3 (2016): 343–70. http://dx.doi.org/10.1075/sic.13.3.02vin.

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This paper analyzes naturalistic data from second-generation NYC bilinguals on their obligatory subjunctive use. First-generation NYC Spanish speakers serve as the reference model for the nine obligatory semantic & syntactic contexts. A total of 52 consultants are considered, 26 for each generation, from the six primary Spanish-speaking groups in NYC: Puerto Rican, Dominican, Cuban, Mexican, Ecuadorian, and Colombian. The objective is to determine, through quantitative and qualitative investigation, whether the second-generation’s obligatory subjunctive use has changed, and if so, to estab

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WANG, YI, and LI WEI. "Cognitive restructuring in the bilingual mind: motion event construal in early Cantonese–English bilinguals." Language and Cognition 11, no. 4 (2019): 527–54. http://dx.doi.org/10.1017/langcog.2019.31.

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abstractLanguages differ typologically in motion event encoding (Talmy, 2000). Furthermore, the cross-linguistic variations in lexicalization modulate cognition in a dynamic and task-dependent manner (Slobin, 1996a). This study aims to investigate whether early Cantonese–English bilinguals behave differently from monolinguals in each language when lexicalizing and categorizing voluntary motion in different language contexts. Specifically, monolinguals were instructed and narrated in their native languages. We assigned bilinguals to a monolingual and a bilingual context by manipulating immediat

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Pun, Jack. "Clinical handover in a bilingual setting: interpretative phenomenological analysis to exploring translanguaging practices for effective communication among hospital staff." BMJ Open 11, no. 9 (2021): e046494. http://dx.doi.org/10.1136/bmjopen-2020-046494.

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ObjectiveTo explore the linguistic features of translanguaging in bilingual handover practices and elicit the views of hospital staff on factors that hinder or facilitate effective handover practice in a bilingual environment.Methods78 hospital staff were recruited from hospital wards and emergency departments of two Hong Kong hospitals. They were interviewed to determine their perceptions of their handover communication in a bilingual context, and their responses were subjected to interpretative phenomenological analysis.ResultsBased on the staff interviews, three dimensions with potential ap

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