To see the other types of publications on this topic, follow the link: Bilingual method.
Journal articles on the topic 'Bilingual method'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Bilingual method.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (October 17, 2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.
Full textAbstract:
Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Results Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Conclusions Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.
2
Lam, Boji P. W., and Li Sheng. "Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1162–77. http://dx.doi.org/10.1044/2019_ajslp-19-00143.
Full textAbstract:
Purpose Taxonomic awareness is central to vocabulary development and assessment. While taxonomic development appears largely unaffected by environmental factors, the impact of divided language input on distinct levels of the taxonomic hierarchy is unclear. The influence of scoring method on tasks that target distinct levels of the taxonomic hierarchy is unexamined. Method Twenty-seven English-speaking monolingual children, 46 Mandarin–English bilingual children, and 33 Spanish–English bilingual children, ages 4–7 years, participated. We measured superordinate awareness with a category association task, coordinate awareness with a contrast association task, and vocabulary size with a picture-naming task. All bilinguals completed the tasks in both languages to generate single-language (English) scores and conceptual scores. Results Single-language scoring indicated that bilingual children named fewer pictures and produced fewer superordinate-level responses in English than monolinguals. All language groups demonstrated comparable coordinate awareness. Importantly, conceptual scoring removed the bilingual disadvantage in both naming and category association tasks and revealed a bilingual advantage in coordinate awareness. Finally, the Mandarin–English and Spanish–English bilingual children performed comparably in all analyses despite differences in heritage language features and sociocultural support for bilingual development. Conclusion Depending on task demand and scoring method, bilingual children exhibited slower, comparable, and faster development in taxonomic knowledge in comparison to monolingual controls. This study highlights the nuanced effect of bilingualism on different levels of the taxonomic hierarchy and the impact of scoring methods on measuring vocabulary depth. Supplemental Material https://doi.org/10.23641/asha.12315683
3
Ekawati Rosliana, Aprilia, Any Budiarti, and Marlia. "ANALISIS KEDWIBAHASAAN TUTURAN TIKTOKERS SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN BAHASA INDONESIA KELAS IX." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (July 3, 2023): 4198–210. http://dx.doi.org/10.36989/didaktik.v9i2.1256.
Full textAbstract:
Every content creator certainly has their own characteristics, one of which is seen from their attitude when speaking. A bilingual or bilingual content creator will add to his image in the eyes of his followers. Therefore, research was conducted on the analysis of Tiktokers' speech as an alternative to class IX Indonesian learning media. The purpose of this study is to describe the forms of language in Tiktokers speech in response content on TikTok, as well as describe the relevance of the results of bilingual analysis of Tiktokers speech as a Indonesian learning medium in class IX. The method used in this study is using qualitative methods with a descriptive approach. The data analyzed is in the form of bilingual Tiktokes speech sourced from the TikTok application with stitch content categories (responses). The source of data in this study is content creators (Tiktokers). Data collection in this study was carried out by opening the TikTok application, listening to TikTok videos with stitch content categories, selecting video samples, downloading selected TikTok videos, and transcribing Tiktokers' speech. The form of realization of Tiktokers bilingualism is the ability subordinative bilinguals of 3 speeches, multiple bilinguals obtaining 1 ultterances and coordinating bilingual ability of 2 utterances. The results of the bilingual analysis of Tiktokers speech on stitch content (responses) proved to be relevant to learning media, especially interactive media in the form of audio visuals. In other word, TikTok can be used as response text learning medium in class IX.
4
Antonova-Ünlü, Elena. "Syntax–pragmatic and morphology–pragmatic interfaces in sequential bilingual language acquisition: The case of Russia-Turkish and English-Turkish bilingual children." International Journal of Bilingualism 23, no. 5 (June 22, 2018): 1137–58. http://dx.doi.org/10.1177/1367006918781065.
Full textAbstract:
Aims: This study examines sequential bilingual language development focusing on the acquisition of two domains that interact with pragmatics, precisely, post-predicate constituents and case marking for direct objects in Turkish, which are cases of syntax–pragmatic and morphology–pragmatic interface, respectively, by Russian-Turkish and English-Turkish sequential bilinguals who had been acquiring Turkish as their child second language (cL2). Design: A cross-sectional design was adopted in the study. Methods: Narratives were used as a method of data collection. The use of post-predicate constituents and case markers for direct objects produced by the sequential bilinguals in their cL2 Turkish was compared with that of Turkish monolingual and simultaneous bilingual children. Conclusions: The study provides evidence that cL2 may be similar to monolingual and bilingual first language acquisition in some domains, while the other domains may be affected by age of onset and cross-linguistic influence from the other language that has developed to a certain extent.
5
D, Lopez-Hernandez, Litvin P, Rugh-Fraser R, Cervantes R, Martinez F, Saravia S, Zakarian F, et al. "A-111 The Relationship between Bilingualism and Perceived Workload on the Symbol Digit Modalities Test in Traumatic Brain Injury Survivors." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 904. http://dx.doi.org/10.1093/arclin/acaa068.111.
Full textAbstract:
Abstract Objective We evaluated perceived workload (measured by the NASA Task Load Index; NASA-TLX) as related to Symbol Digit Modalities Test (SDMT) performances in monolingual and bilingual traumatic brain injury (TBI) survivors and healthy comparison participants (HC). Method The sample consisted of 28 TBI survivors (12 monolinguals & 16 bilinguals) and 50 HC (20 monolinguals & 30 bilinguals). SDMT written (SDMT-W) and SDMT oral (SDMT-O) were used to evaluate group differences. Results ANCOVA, controlling for age, revealed that the HC group outperformed the TBI group on SDMT-W, p = .001, and SDMT-O, p = .047. Furthermore, bilinguals outperformed monolinguals on SDMT-W, p = .017. On the NASA-TLX, an interaction emerged on temporal demand rating, p = .023, with TBI bilinguals reporting higher temporal demand on SDMT tasks compared to TBI monolinguals, while the HC monolingual participants reported higher temporal demands ratings compared to HC bilingual participants. Furthermore, monolingual participants showed higher levels of frustration with regard to the SDMT task compared to bilingual participants, p = .029. Conclusion Our data revealed TBI survivors underperformed on both SDMT trials compared to the HC participants. Also, bilingual participants demonstrated better SDMT-W performances compared to monolingual participants. Furthermore, our TBI bilingual sample reported themselves to be more rushed to complete the SDMT compared to monolingual TBI sample, but they were less frustrated. Meanwhile, our HC monolingual sample felt more rushed to complete the SDMT tasks compared to HC bilingual participants, but they were less frustrated. While we observed differences in workload ratings between language groups, it is unclear if language use, and/or other variables are driving these results.
6
Regalado, Diana, Jessica Kong, Emily Buss, and Lauren Calandruccio. "Effects of Language History on Sentence Recognition in Noise or Two-Talker Speech: Monolingual, Early Bilingual, and Late Bilingual Speakers of English." American Journal of Audiology 28, no. 4 (December 16, 2019): 935–46. http://dx.doi.org/10.1044/2019_aja-18-0194.
Full textAbstract:
Purpose Language history is an important factor in masked speech recognition. Listeners who acquire the target language later in life perform more poorly than native speakers. However, there are inconsistencies in the literature regarding performance of bilingual speakers who begin learning the target language early in life. The purpose of this experiment was to evaluate speech-in-noise and speech-in-speech recognition for highly proficient early bilingual listeners compared to monolingual and late bilingual listeners. Method Three groups of young adults participated: native monolingual English speakers, bilingual Mandarin–English speakers who learned English from birth (early bilinguals), and native Mandarin speakers who learned English later in life (late bilinguals). All participants had normal hearing and were full-time college students. Recognition was assessed for English sentences in speech-shaped noise and two-talker English speech. Participants provided linguistic and demographic information, and late bilinguals completed the Versant test of spoken English abilities. Results All listeners performed better in speech-shaped noise than two-talker speech. Performance was similar for monolingual and early bilinguals. Late bilinguals performed more poorly overall. There was evidence for a stronger association between masked speech recognition and English dominance for late bilinguals compared to early bilinguals. Conclusion These results support the conclusion that bilingualism itself does not necessarily result in a disadvantage when recognizing masked speech in noise and speech in speech. For populations similar to those studied here (highly proficient early bilinguals), it would be appropriate to evaluate masked speech recognition using the same simple stimuli and normative data used for monolingual speakers of English.
7
Yao, Na, Ping Yu, and Qingwen Yuan. "Study of the Application of the CLIL Method in Bilingual Macroeconomics Teaching." Scientific and Social Research 6, no. 2 (February 25, 2024): 6–11. http://dx.doi.org/10.26689/ssr.v6i2.6119.
Full textAbstract:
This article discusses the methods and considerations of applying the Content and Language Integrated Learning (CLIL) teaching method to bilingual teaching in macroeconomics. The paper begins by introducing the concept of the CLIL teaching method and its unique features in the context of economics courses in higher education. Subsequently, the article delves into the methods of applying CLIL in bilingual macroeconomics teaching, including bilingual classroom lectures, bilingual textbook design, bilingual group discussions, macroeconomics case studies, bilingual classroom interaction, and bilingual writing. Lastly, the paper highlights key issues in teaching.
8
Munoz, Isabel, Daniel W. Lopez-Hernandez, Rachel A. Rugh-Fraser, Amy Bichlmeier, Abril J. Baez, Bethany A. Nordberg, Sarah Saravia, et al. "A-113 Evaluation of a Recognition Trial for the Symbol Digit Modalities Test as a Performance Validity Measure in Monolingual and Bilingual Traumatic Brain Injury Survivors." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1162. http://dx.doi.org/10.1093/arclin/acab062.131.
Full textAbstract:
Abstract Objective Research shows that traumatic brain injury (TBI) patients perform worse than healthy comparisons (HC) on the Symbol Digit Modalities Test (SDMT). We evaluated cut-off scores for a newly developed recognition trial of the SDMT as a performance validity assessment in monolingual and bilingual TBI survivors and HC adults. Method The sample consisted of 43 acute TBI (ATBI; 24 monolinguals; 19 bilinguals), 32 chronic TBI (CTBI; 13 monolinguals; 19 bilinguals), and 57 HC (24 monolinguals; 33 bilinguals) participants. All participants received standardized administration of the SDMT. None of the participants displayed motivation for feigning cognitive deficits. Results The HC group outperformed both TBI groups on the demographically adjusted SDMT scores, p = 0.000, ηp2 = 0.24. An interaction emerged in SDMT scores where monolingual ATBI outperformed bilingual ATBI and bilingual CTBI outperformed monolingual CTBI, p = 0.017, ηp2 = 0.06. No differences were found in the SDMT recognition trial. Both Bichlmeier and Boone’s suggested cut-off scores had different failure rates in ATBI (Bichlmeier: 77%; Boone: 37%), CTBI (Bichlmeier: 69%; Boone: 19%), and HC (Bichlmeier: 56%; Boone: 26%). For the monolingual group (Bichlmeier: 66%; Boone: 36%) and the bilingual group (Bichlmeier: 66%; Boone: 21%). Finally, chi-squared analysis revealed monolingual TBI had greater failure rates than the bilingual ATBI. Conclusion Bichlmeier’s proposed cut-off score resulted in greater failure rates in TBI survivors compared to Boone’s suggested cut-off score. Furthermore, monolingual ATBI were influenced more by Bichlmeier’s cut-off score than the bilingual ATBI group, although the reason for this finding is unclear and requires additional study with a larger sample size.
9
Gross, Megan, Milijana Buac, and Margarita Kaushanskaya. "Conceptual Scoring of Receptive and Expressive Vocabulary Measures in Simultaneous and Sequential Bilingual Children." American Journal of Speech-Language Pathology 23, no. 4 (November 2014): 574–86. http://dx.doi.org/10.1044/2014_ajslp-13-0026.
Full textAbstract:
Purpose The authors examined the effects of conceptual scoring on the performance of simultaneous and sequential bilinguals on standardized receptive and expressive vocabulary measures in English and Spanish. Method Participants included 40 English-speaking monolingual children, 39 simultaneous Spanish–English bilingual children, and 19 sequential bilingual children, ages 5–7. The children completed standardized receptive and expressive vocabulary measures in English and also in Spanish for those who were bilingual. After the standardized administration, bilingual children were given the opportunity to respond to missed items in their other language to obtain a conceptual score. Results Controlling for group differences in socioeconomic status (SES), both simultaneous and sequential bilingual children scored significantly below monolingual children on single-language measures of English receptive and expressive vocabulary. Conceptual scoring removed the significant difference between monolingual and simultaneous bilingual children in the receptive modality but not in the expressive modality; differences remained between monolingual and sequential bilingual children in both modalities. However, in both bilingual groups, conceptual scoring increased the proportion of children with vocabulary scores within the average range. Conclusion Conceptual scoring does not fully ameliorate the bias inherent in single-language standardized vocabulary measures for bilingual children, but the procedures employed here may assist in ruling out vocabulary deficits, particularly in typically developing simultaneous bilingual children.
10
Nair, Vishnu KK, Britta Biedermann, and Lyndsey Nickels. "Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighborhood Density." Journal of Speech, Language, and Hearing Research 60, no. 12 (December 20, 2017): 3551–60. http://dx.doi.org/10.1044/2017_jslhr-l-15-0376.
Full textAbstract:
Purpose Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Method Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Results Both bilinguals and monolinguals demonstrated a significant effect of phonotactic probability and phonological neighborhood density. Novel word learning improved when the phonological neighborhood density was higher; in contrast, higher phonotactic probability resulted in worse learning. Although the bilingual speakers showed significantly better novel word learning than monolingual speakers, this did not interact with phonotactic probability and phonological neighborhood density manipulations. Conclusion Both bilingual and monolingual word learning abilities are constrained by the same learning mechanisms. However, bilingual advantages may be underpinned by more effective allocation of cognitive resources due to their dual language experience.
11
Park, Jisook, Carol A. Miller, Teenu Sanjeevan, Janet G. van Hell, Daniel J. Weiss, and Elina Mainela-Arnold. "Bilingualism and Attention in Typically Developing Children and Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 62, no. 11 (November 22, 2019): 4105–18. http://dx.doi.org/10.1044/2019_jslhr-l-18-0341.
Full textAbstract:
Purpose The aim of the current study was to investigate whether dual language experience modulates the efficiency of the 3 attentional networks (alerting, orienting, and executive control) in typically developing (TD) children and in children with developmental language disorder (DLD). Method We examined the attentional networks in monolingual and bilingual school-aged children (ages 8–12 years) with and without DLD. TD children (35 monolinguals, 23 bilinguals) and children with DLD (17 monolinguals, 9 bilinguals) completed the Attention Network Test ( Fan et al., 2002 ; Fan, McCandliss, Fossella, Flombaum, & Posner, 2005 ). Results Children with DLD exhibited poorer executive control than TD children, but executive control was not modified by bilingual experience. The bilingual group with DLD and both TD groups exhibited an orienting effect, but the monolingual group with DLD did not. No group differences were found for alerting. Conclusions Children with DLD have weak executive control skills. These skills are minimally influenced by dual language experience, at least in this age range. A potential bilingual advantage in orienting may be present in the DLD group.
12
Rao, Dr Y. Raghunatha. "Bilingual Method: A Novel Approach." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (March 31, 2024): 2085–86. http://dx.doi.org/10.22214/ijraset.2024.59280.
Full textAbstract:
Abstract: There are several methods, approaches, and theories of teaching a second language, though the bilingual method has its approaches to developing a second language. Often, many teachers adopt this method in their classroom to teach a second language. It is one of the effective methods until its goal is undivided. If the teacher ignores this method's objective and ineffective use, it merely becomes a translation of one language into another. Its effectiveness is futile, so the teacher should be careful while using it in the classroom.
13
Beridze, Teona. "Narrative as a method of studying the speech characteristics of bilingual children (On the example of Georgian bilingual and Greek monolingual juniors)." International Journal of Multilingual Education X, no. 2 (December 24, 2021): 84–92. http://dx.doi.org/10.22333/ijme.2021.18006.
Full textAbstract:
The present article: ″Narrative as a method of studying the speech characteristics of bilingual children (On the example of Georgian bilingual and Greek monolingual juniors)″ aims to study the nature of narrative and to establish narrative skills in school; also the purpose of the study is to define the importance of narrative as an effective method of research. The first part of the paper presents a brief overview of the theoretical material around the narrative. The second part of the article is based on empirical material. In particular, it is based on the analysis and results of my research which I have conducted at the National and Kapodistrian University of Athens (Greece). The article presents a study of children's narratives and a comparison of narratives during bilingualism; In particular, the use of narrative-based research method in the case of Georgian bilinguals and Greek monolinguals, the use of which is quite common in the modern field of psycholinguistics.
14
HONG, LI, and BRIAN MACWHINNEY. "Semantic competitor priming within and across languages: The interplay of vocabulary knowledge, learning experience and working memory capacity." Bilingualism: Language and Cognition 14, no. 4 (July 19, 2011): 433–43. http://dx.doi.org/10.1017/s1366728910000507.
Full textAbstract:
This paper reports three studies of bilingual lexical processing, using the semantic competitor priming (SCP) method of Lee and Williams (2001). Study 1 found a trend of within-language SCP effect for Chinese–English bilinguals with both higher and lower levels of vocabulary knowledge. There was also a cross-language SCP effect, but this was restricted to bilinguals with a lower level of vocabulary knowledge. Study 2 found a cross-language SCP effect for Chinese learners of English in the classroom context. Study 3 found both within- and cross-language SCP effects for bilinguals with study-abroad experience as well as Chinese–English classroom learners who had a higher working memory capacity. Those findings are interpreted in terms of a dynamic view of bilingual language selection.
15
Ramírez, Rica, Becky H. Huang, Amanda Palomin, and Laurenne McCarty. "Teachers and Language Outcomes of Young Bilinguals: A Scoping Review." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 755–68. http://dx.doi.org/10.1044/2020_lshss-20-00066.
Full textAbstract:
Purpose The present scoping review seeks to fill an important need in the bilingual research and education community by analyzing the recent research literature on how teacher factors potentially influence young bilingual children's language outcomes. The research aims are twofold: synthesize the research findings on teacher factors that influence bilinguals' language development, and identify gaps in the literature to determine future research directions. Method The search parameters used in this review included peer-reviewed journal articles from 2000 to 2019 in order to synthesize the most recent empirical work on this topic, a focus on typically developing bilinguals from the age of 3 to 8 years, and research designs that included case studies, descriptive, cross-sectional, quasi-experimental, experimental, longitudinal, mixed methods, and qualitative methods. Results A search of major databases for studies on young bilinguals and teachers between 2000 and 2019 combined with multiple levels of screening and review yielded 21 peer-reviewed articles. Four major themes emerged: (a) teacher characteristics, (b) teacher quality, (c) teacher talk, and (d) teacher emotional support. Conclusions Overall, the results of this synthesis suggest that teachers do in fact influence the language development of young bilinguals. Teacher talk and teacher quality were found to be the two themes that were of most interest in the research community, and the results generally supported the positive effect of teacher quality and teacher talk on language outcomes among bilinguals, with some variability. This review has important implications for teacher training and education in an effort to better serve the growing population of bilingual children.
16
Guiberson, Mark. "Survey of Spanish Parents of Children Who Are Deaf or Hard of Hearing: Decision-Making Factors Associated With Communication Modality and Bilingualism." American Journal of Audiology 22, no. 1 (June 2013): 105–19. http://dx.doi.org/10.1044/1059-0889(2012/12-0042).
Full textAbstract:
Purpose The purpose of the present study was (a) to describe factors and trends associated with Spanish parents' choice of communication modality and spoken-language bilingualism for children who are deaf or hard of hearing (DHH) and (b) to identify if bilingual variables predict children's bilingual status in a country where bilingualism is common. Method Seventy-one Spanish parents of children who are DHH completed an online survey that included questions about demographics, family and professional involvement and support, accessibility to information and services, and bilingual background and beliefs. Analyses were completed to describe groups and to examine how variables were associated with parents' decisions. Results Thirty-eight percent of parents chose to raise their children to be spoken-language bilingual. Most parents indicated that they believed being bilingual was beneficial for their children and that children who are DHH are capable of becoming bilingual in spoken languages. Parent's bilingual score, beliefs about raising children who are DHH bilingually, and encouragement to do so, were significantly associated with children's bilingual status. Conclusion In communities where bilingualism is common, bilingual parents will often choose to raise children who are DHH bilingual in spoken languages. Implications for practice and future studies in the United States are provided.
17
Shi, Lu-Feng. "How “Proficient” Is Proficient? Bilingual Listeners' Recognition of English Words in Noise." American Journal of Audiology 24, no. 1 (March 2015): 53–65. http://dx.doi.org/10.1044/2014_aja-14-0041.
Full textAbstract:
Purpose Shi (2011, 2013) obtained sensitivity/specificity measures of bilingual listeners' English and relative proficiency ratings as the predictor of English word recognition in quiet. The current study investigated how relative proficiency predicted word recognition in noise. Method Forty-two monolingual and 168 bilingual normal-hearing listeners were included. Bilingual listeners rated their proficiency in listening, speaking, and reading in English and in the other language using an 11-point scale. Listeners were presented with 50 English monosyllabic words in quiet at 45 dB HL and in multitalker babble with a signal-to-noise ratio of +6 and 0 dB. Results Data in quiet confirmed Shi's (2013) finding that relative proficiency with or without dominance predicted well whether bilinguals performed on par with the monolingual norm. Predicting the outcome was difficult for the 2 noise conditions. To identify bilinguals whose performance fell below the normative range, dominance per se or a combination of dominance and average relative proficiency rating yielded the best sensitivity/specificity and summary measures, including Youden's index. Conclusion Bilinguals' word recognition is more difficult to predict in noise than in quiet; however, proficiency and dominance variables can predict reasonably well whether bilinguals may perform at a monolingual normative level.
18
Flecken, Monique. "Assessing bilingual attainment: macrostructural planning in narratives." International Journal of Bilingualism 15, no. 2 (February 10, 2011): 164–86. http://dx.doi.org/10.1177/1367006910381187.
Full textAbstract:
The present study addresses questions concerning bilinguals’ attainment in the two languages by investigating the extent to which early bilinguals manage to apply the information structure required in each language when producing a complex text. In re-narrating the content of a film, speakers have to break down the perceived series of dynamic situations and structure relevant information into units that are suited for linguistic expression. The analysis builds on typological studies of Germanic and Romance languages which investigate the role of grammaticized concepts in determining core features in information structure. It takes a global perspective in that it focuses on factors that determine information selection and information structure that hold in macrostructural terms for the text as a whole (factors driving information selection, the temporal frame used to locate events on the time line, and the means used in reference management). A first comparison focuses on Dutch and German monolingual native speakers and shows that despite overall typological similarities, there are subtle though systematic differences between the two languages in the aforementioned areas of information structure. The analyses of the bilinguals focus on their narratives in both languages, and compares the patterns found to those found in the monolingual narratives. Findings show that the method used provides insights into the individual bilingual’s attainment in the two languages and identifies either balanced levels of attainment, patterns showing higher degrees of conformity with one of the languages, as well as bilingual-specific patterns of performance.
19
Ebert, Kerry Danahy. "Revisiting the Influences of Bilingualism and Developmental Language Disorder on Children's Nonverbal Processing Speed." Journal of Speech, Language, and Hearing Research 64, no. 9 (September 14, 2021): 3564–70. http://dx.doi.org/10.1044/2021_jslhr-21-00156.
Full textAbstract:
Purpose This study examined the influences of bilingualism and developmental language disorder (DLD) on nonverbal processing speed. DLD is associated with slower processing speed, but the extent to which slowing extends to bilingual populations is not established. The possible presence of bilingual cognitive effects could also lead to faster processing speed among bilingual children. Method Participants included 108 children of ages 6–8 years, including 56 Spanish–English bilinguals (29 with DLD and 27 with typical development) and 52 English-only monolinguals (25 with DLD and 27 with typical development). Language testing (in both languages for bilingual children) was combined with parent and school report to classify children as having DLD or typical language development. Children with attention-deficit/hyperactivity disorder were excluded from the sample. Reaction time from a choice visual detection task was used to index nonverbal processing speed. Results Children with DLD demonstrated slower processing speed than their typically developing peers, whereas bilingual children demonstrated faster processing speed than monolinguals. The effects of DLD and bilingualism did not interact. Conclusions This study replicates prior findings of slowed processing speed among children with DLD in both monolingual and bilingual children. Evidence of faster processing speed among bilingual children contributes to the complex literature surrounding the circumstances of bilingual cognitive effects. Supplemental Material https://doi.org/10.23641/asha.15138747
20
Shi, Lu-Feng. "Speech Audiometry and Spanish–English Bilinguals: Challenges in Clinical Practice." American Journal of Audiology 23, no. 3 (September 2014): 243–59. http://dx.doi.org/10.1044/2014_aja-14-0022.
Full textAbstract:
Purpose The Spanish–English bilingual population has been on a steady rise in the United States and is projected to continue to grow. Speech audiometry, a key component of hearing care, must be customized for this linguistically unique and diverse population. Method The tutorial summarizes recent findings concerning Spanish–English bilinguals' performance on English and Spanish speech audiometric tests in the context of the psychometric properties of the tests and the language and dialect profile of the individual (language status, history, stability, competency, and use). The tutorial also provides arguments for evaluating bilingual clients in Spanish, in English, or in both languages, which may serve as rationales in support of varied bilingual clinical practices. Last, the tutorial provides information regarding Spanish speech audiometry, including available tests, issues that clinicians may encounter when administering them, and dialectal consideration. Conclusions It is a challenge as well as an opportunity for clinicians to expand service to the Spanish–English bilingual community. Understanding the characteristics of the individual and the test is essential for ensuring quality services to the bilingual client.
21
Rose, Karen, Sharon Armon-Lotem, and Carmit Altman. "Profiling Bilingual Children: Using Monolingual Assessment to Inform Diagnosis." Language, Speech, and Hearing Services in Schools 53, no. 2 (April 11, 2022): 494–510. http://dx.doi.org/10.1044/2021_lshss-21-00099.
Full textAbstract:
Purpose: Diagnostic tools developed for monolinguals are frequently used for bilingual linguistic assessment. The absence of evaluation criteria for using monolingual norms for bilinguals contributes to inconsistent diagnostic procedures, impacting research and clinical practice. This study considers the reliance on monolingual tools to assess the heritage language to identify bilingual atypical language development (ALD) even when bilingual norms are available for the societal language. Method: One hundred thirty-one English–Hebrew bilingual children aged 5;6–5;11 (years;months) were assessed using diagnostic tools. Bilingual standards are available for the societal language but not for the heritage language. Fifteen English–Hebrew bilingual children were suspected of ALD. They were individually compared with 116 typically developing bilingual peers. The Core Language Score and seven subtest standardized scores of the Clinical Evaluation of Language Fundamentals Preschool–Second Edition were analyzed in the heritage language, English. Results: Results revealed that a composite score used for differential diagnosis in monolingual children cannot be relied upon for bilingual children. Measurements vary in their diagnostic accuracy, with Concepts and Following Directions (comprehension of instructions), Receptive and Expressive Word Classes (lexicon), and Sentence Repetition (syntax) being the most promising for identifying ALD in bilingual children. Lastly, bilingual children's age of onset of bilingualism must be considered in the analysis of linguistic outcomes. Conclusions: Findings elucidate that monolingual assessments for heritage speakers must consider bilingual models of development to ensure a reliable and informative diagnosis. Interacting factors, such as reliance on language-specific knowledge and the recruitment of other nonlinguistic processing skills, may influence a measurement's sensitivity. The findings are pertinent to the practice of speech-language pathologists, informing evidence-based assessment procedures for bilingual children. A group study to determine whether the suggested bilingual standards can identify ALD with acceptable specificity and sensitivity is now recommended.
22
Desjardins, Jamie L., and Francisco Fernandez. "Performance on Auditory and Visual Tasks of Inhibition in English Monolingual and Spanish–English Bilingual Adults: Do Bilinguals Have a Cognitive Advantage?" Journal of Speech, Language, and Hearing Research 61, no. 2 (February 15, 2018): 410–19. http://dx.doi.org/10.1044/2017_jslhr-h-17-0160.
Full textAbstract:
Purpose Bilingual individuals have been shown to be more proficient on visual tasks of inhibition compared with their monolingual counterparts. However, the bilingual advantage has not been evidenced in all studies, and very little is known regarding how bilingualism influences inhibitory control in the perception of auditory information. The purpose of the current study was to examine inhibition of irrelevant information using auditory and visual tasks in English monolingual and Spanish–English bilingual adults. Method Twenty English monolinguals and 19 early balanced Spanish–English bilinguals participated in this study. All participants were 18–30 years of age, had hearing thresholds < 25 dB HL from 250 to 8000 Hz, bilaterally (American National Standards Institute, 2003), and were right handed. Inhibition was measured using a forced-attention dichotic consonant–vowel listening task and the Simon task, a nonverbal visual test. Results Both groups of participants demonstrated a significant right ear advantage on the dichotic listening task; however, no significant differences in performance were evidenced between the monolingual and bilingual groups in any of the dichotic listening conditions. Both groups performed better on the congruent trial than on the incongruent trial of the Simon task and had significantly faster response times on the congruent trial than on the incongruent trial. However, there were no significant differences in performance between the monolingual and bilingual groups on the visual test of inhibition. Conclusions No significant differences in performance on auditory and visual tests of inhibition of irrelevant information were evidenced between the monolingual and bilingual participants in this study. These findings suggest that bilinguals may not exhibit an advantage in the inhibition of irrelevant information compared with monolinguals.
23
Khair, Imamatul. "Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 103–18. http://dx.doi.org/10.14710/parole.v12i1.103-118.
Full textAbstract:
Pedagogical approach and methods are prominent in students’ engagement in second language learning. Strategies and scaffolds are two other interconnected issues that matter in bilingual classrooms. This study crafted some findings of pedagogical practices performed by bilingual teachers which may fall into accommodating or dumbing down bilingual learners’ needs. It is an ethnographic study which used class observations as data to find the realities of practices that teachers used for English language learners at the Indonesian college level. It revealed how a teacher stood for a certain method and pedagogical approach to negotiate instructional strategies within a bilingual classroom. Further, this study picturized challenges, upsides, and downsides of using the approach and method in the bilingual classroom which needs further balance of two language acquisitions. This study implicates principles of second language teaching and learning and most importantly bilingual teaching resources are required to improve the effectiveness of bilingual teaching.
24
Baez, Abril, Daniel W. Lopez-Hernandez, Winter Olmos, Rachel A. Rough-Fraser, Kristina E. Smith, Alexis Bueno, Isabel C. Munoz, et al. "A-100 Examining Spanish-English Bilingual Boston Naming Test Norms in Traumatic Brain Injury Survivors." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1148. http://dx.doi.org/10.1093/arclin/acab062.118.
Full textAbstract:
Abstract Objective We examined two established Spanish-English bilingual norms to assess if traumatic brain injury (TBI) deficits were still found if language was no longer a variable influencing Boston Naming Test (BNT) performance. Method The sample consisted of 47 healthy comparison (HC; 24 English-Monolinguals; 23 Spanish-English Bilinguals), 33 acute TBI (ATBI; 20 English-Monolinguals; 13 Spanish-English Bilinguals), and 25 Chronic TBI (CTBI: 13 English-Monolinguals; 12 Spanish-English Bilinguals) participants. Raw scores and adjusted demographic T-scores (Roberts et al., 2002; Rosselli et al., 1997) were used to evaluate BNT performance. Results An ANCOVA controlling for age, revealed the HC group outperformed the TBI group on the BNT (raw score), p = 0.003, ηp2 = 0.11. We also found monolinguals outperformed bilinguals on the BNT, p = 0.000, ηp2 = 0.24. Using the Roberts et al., (2002) norms, we found the HC group outperformed the TBI group, p = 0.003, ηp2 = 0.11, but no language differences were found. Next, using Rosselli et al., (1997) norms, we found the HC group outperformed the TBI group on the BNT, p = 0.003, ηp2 = 0.11, and monolingual speakers outperformed bilingual speakers, p = 0.014, ηp2 = 0.06. No interactions were found. Conclusions As expected, the TBI group demonstrated worse BNT performance compared to HC group on both language norms. However, when using Roberts et al., (2002) Spanish-English bilingual norms, no language group differences were found. Our data indicates that when examining BNT performance in a Spanish-English bilingual and English-monolingual TBI sample, Roberts et al., (2002) normative data may be better suited to evaluate BNT deficits in a TBI while taking language into account.
25
Suhaimi, Mohamad Suhaizi, and Nazri Mustapha Dawan. "The Arrangement Method in Bilingual Dictionary." Jurnal Pengajian Media Malaysia 20, no. 1 (June 1, 2018): 27–37. http://dx.doi.org/10.22452/jpmm.vol20no1.3.
Full textAbstract:
Producing dictionary requires its own structure or format which is usually divided into three parts which are mega, macro and micro. The reason is, a production of dictionary depends on the needs of the user, either monolingual dictionaries, bilingual dictionaries or a multilingual dictionary. Besides that, the lexicographer of the dictionary also plays a significant part in the production of a dictionary. Therefore, Kamus Pembaca Inggeris-Melayu, arranged by A. S Hornby, E. C Parnwell, Daud Baharum dan Asraf (1972) is selected as the study data to discuss the mega, micro and macro structure within the dictionary. This dictionary is categorized as bilingual dictionary as the source language has different language as the target language. This research is using qualitative method with document analysis instrument to get the information needed. The result showed that the application of all three structure help to complete the confusion in selection of the best reference dictionary.
26
Aulia Annisa. "Analisis Perkembangan Sosial Pada Anak Bilingual di Abad 21." Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling 4, no. 01 (December 31, 2020): 31–46. http://dx.doi.org/10.46963/mash.v4i01.223.
Full textAbstract:
Communication is an important requirement in order to adapt to the broad social environment in the 21st century. One of the efforts made is the use of two languages (bilingual) in everyday life. However, parents unconsciously put children into a world with language development tasks that are more complex than the competencies that children should have. This of course will affect social development and children's ability to interact with the environment. This study analyzes the use of bilinguals in terms of children's social competence and social behavior. The research method uses literature studies by analyzing 20 books and scientific articles related to bilingualism and children's social development. The data analysis technique used content analysis related to the phenomena, causes and effects of social development in children using bilinguals. The results of the analysis show that the use of bilingual children has a positive and negative side to the child's social development. The positive thing is that bilingual children can easily adapt outside their social environment as a means of communication. There will be a sense of pride in the child because he can master more than one language. But the negative thing is, some of the bilingual children will find it difficult to understand new concepts in a different language, so they often feel depressed. In addition, there is a gap between children and their social environment.
27
A, Chester, Gracian E, Gallagher C, Sabb F, and Bilder R. "A-172 Monolingual Advantage in Visual Task-Shifting in English-Speaking Individuals When Compared to English-and-Spanish-Speaking Bilingual Individuals." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 966. http://dx.doi.org/10.1093/arclin/acaa068.172.
Full textAbstract:
Abstract Objective Researchers reported that bilinguals have an advantage in visual task-shifting (VTS) and associated this advantage with executive functions (EF). We found self-reported monolinguals were faster than bilinguals when comparing switch (SW) and no-switch (NSW) incongruent trials on VTS, and that memory and age were significant predictors, not EF. Our aim is to repeat previous analyses with a sample of individuals matched on language fluency. Method Participants were 881 adults (Age: M = 31.64 ± 8.64; Men = 517; Monolingual = 646; Bilingual = 235; Education: M = 14.92 ± 2.05) from the Consortium for Neuropsychiatric Phenomics (UL1DE019580, PL1MH083271). Participants completed VTS, Memory, and EF tasks, including English Letter Fluency and, if bilingual, Spanish. Participants were dichotomized into the monolingual group if English letter fluency was at least low average, and the bilingual group if English/Spanish letter fluencies were at least low average. Results Response times (RTs) for short and long incongruent trials were computed in two-way ANCOVAs with Group (monolingual, bilingual) as between-participant and Trial Type (SW, NSW) as within-participant factors, and Age and Education as covariates. Short trials revealed main effects of Group (p = .034), as monolinguals achieved faster RTs than bilinguals, and main effects of Trial Type (p < .001), as RTs for NSW was faster than SW. Long trials were nonsignificant (p > .05). Hierarchical stepwise regressions revealed EF (p = .032) and Age (p = .004) significantly predicted Primary and Residual VTS performance. Conclusions Our results are inconsistent with literature. We found English monolinguals were faster than English/Spanish bilinguals when controlled for Age and Education. Further, the neuropsychological correlates revealed Age and EF are important predictors of VTS that should be further examined.
28
Ozfidan, Burhan, and Lynn M. Burlbaw. "A Framework for Understanding of Bilingual Education in Turkey: A Mixed Method Approach." Journal of Education and Training Studies 5, no. 10 (September 20, 2017): 188. http://dx.doi.org/10.11114/jets.v5i10.2533.
Full textAbstract:
This study seeks to identify the obstacles and opportunities involved in setting up a bilingual education system and to identify the challenges and benefits associated with the daily experience of maintaining a bilingual education model. This study discusses the benefits of developing a bilingual education program and what these programs can offer regarding concerns related to the lives of minority people in Turkey. Explanatory sequential mixed method was used for this study. The first phase of this study was a survey that measured the perspectives of educators regarding potential bilingual education curricula in Turkey. The second phase comprised a qualitative data collection process to expand on the findings of quantitative results. For quantitative data collection, 140 participants responded the survey instrument. Participants included 96 males and 44 females. For qualitative data collection, eight participants were interviewed. Both quantitative and qualitative data reflected the benefits of a bilingual education program. First, minority students who are taught by means of a bilingual education program can protect their linguistic knowledge, cultural heritage, ethnic, and religious identity. Second, they can increase their understanding of linguistic and cultural diversity. Third, school attendance at the primary school level could be increased. Fourth, a bilingual program could contribute to the reduction of inequalities.
29
Desjardins, Jamie L., Ashley Bangert, and Ninive Gomez. "What Does Language Have to Do With It? The Impact of Age and Bilingual Experience on Inhibitory Control in an Auditory Dichotic Listening Task." Journal of Speech, Language, and Hearing Research 63, no. 5 (May 22, 2020): 1581–94. http://dx.doi.org/10.1044/2020_jslhr-19-00238.
Full textAbstract:
Purpose The purpose of the current study was to examine inhibition of irrelevant information in younger and older English monolingual and Spanish–English bilingual adults. Method Sixty-one participants divided into four groups: 15 younger English monolinguals, 16 younger Spanish–English bilinguals, 15 older English monolinguals, and 15 older Spanish–English bilinguals participated in this study. Younger participants were 18–25 years of age, and older participants were 47–62 years of age. Bilingual participants had learned Spanish from birth and began learning English by the age of 3 years old ( SD = 3.1). All participants had hearing thresholds of < 25 dB HL from 250 to 4000 Hz, bilaterally (American National Standards Institute [ANSI], 2004) and were right-handed. Inhibition was measured using a forced-attention dichotic consonant vowel listening task with a prime stimulus and the Simon task, a nonverbal visual test. Results Younger participants were better able to inhibit the irrelevant auditory and visual stimuli and modulate their attention according to the instructions that they were given compared to the older participants. However, no significant differences in inhibition performance or attention modulation were evidenced between the monolingual and bilingual groups in any of the dichotic listening conditions or on the Simon task. Conclusions No significant differences in performance on an auditory or a visual test of inhibition of irrelevant information was evidenced between the monolingual and bilingual participants in this study. These findings suggest that younger and older adult, early balanced Spanish–English bilinguals may not exhibit an advantage in the inhibition of irrelevant information compared to younger and older adult English monolinguals.
30
Fabiano-Smith, Leah, and Katherine Hoffman. "Diagnostic Accuracy of Traditional Measures of Phonological Ability for Bilingual Preschoolers and Kindergarteners." Language, Speech, and Hearing Services in Schools 49, no. 1 (January 9, 2018): 121–34. http://dx.doi.org/10.1044/2017_lshss-17-0043.
Full textAbstract:
Purpose Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English speakers with phonological disorders, 14 typically developing bilingual Spanish–English speakers, and 8 bilingual children with phonological disorders. Children's single-word speech productions were examined on Percentage Consonants Correct–Revised (Shriberg, Austin, Lewis, McSweeny, & Wilson, 1997a) and accuracy of early-, middle-, and late-developing sounds (Shriberg, 1993) in English. Consonant accuracy in English was compared between monolinguals and bilinguals with and without speech sound disorders. Logistic regression and receiver operating characteristic curves were used to observe diagnostic accuracy of the measures examined. Results Percentage Consonants Correct–Revised was found to be a good indicator of phonological ability in both monolingual and bilingual English-speaking children at the age of 5;0. No significant differences were found between language groups on any of the measures examined. Conclusions Our results suggest that traditional measures of phonological ability for monolinguals could provide good diagnostic accuracy for bilingual children at the age of 5;0 years. These findings are preliminary, and children younger than 5;0 years should be examined for risk of misdiagnosis.
31
Kheder, Rasool Mohammed. "The Pros and Cons of Bringing Children up Bilingually." Journal of University of Human Development 5, no. 3 (July 16, 2019): 73. http://dx.doi.org/10.21928/juhd.v5n3y2019.pp73-78.
Full textAbstract:
The advisability of bringing children up bilingually is always questionable by the parents in general, but it is of vital importance for the parents of those children who are born within cross-national relationships. The current paper highlights the benefits and negative aspects of so doing from various points of view available in the related literature. It deals chiefly with assessing the parents’ situations and suggesting appropriate approaches to them for decision making when they want to raise their children bilingually. Although qualitative method of research including the descriptive and argumentative methods are used for the majority parts of the study, the instances of the writer’s bilingual experience are also mentioned as an outstanding proof in a case study. Whilst most of the common strategies for bringing children up bilingually are given in the current study, there are, of course, some other strategies for various circumstances. Other studies are recommended to focus mainly on strategies and reveal them for those parents who are eager to raise bilingual children.
32
Lee, Binna, and Diana Van Lancker Sidtis. "Subcortical Involvement in Formulaic Language: Studies on Bilingual Individuals With Parkinson's Disease." Journal of Speech, Language, and Hearing Research 63, no. 12 (December 14, 2020): 4029–45. http://dx.doi.org/10.1044/2020_jslhr-19-00390.
Full textAbstract:
Purpose An impoverished production of routinized expressions, namely, formulaic language, has been reported for monolingual speakers with Parkinson's disease (PD). Little is known regarding how formulaic expressions might be manifested in individuals with neurological damage who speak more than one language. This study investigated the processing of formulaic language across first language (L1) and second language (L2) in bilingual individuals with PD. Method Eleven Korean–English bilingual speakers with PD, who acquired Korean as L1 and English as L2, were recruited for this study. Two matched control groups composed of 11 healthy Korean–English bilingual individuals and 11 healthy native English speakers were included for comparison. Their performance on three structured tasks (comprehension, completion, and judgment–correction) and conversational speech was measured and compared across groups for analyses. Results The bilingual speakers with PD had significantly impaired comprehension of formulaic language in L1 and had lower proportions of formulaic expressions in their L1 conversational speech compared with the bilingual controls. Regarding L2, both bilingual groups with and without PD were comparable in their English performance across all tasks. Both groups performed significantly poorer in L2 structured tasks than the native English speakers. Spontaneous production of formulaic language in English (L2 for bilingual individuals) was similar across all three groups. Conclusions The results of this study contribute to the growing body of literature on impoverishment of formulaic language production following subcortical dysfunction. Additionally, findings here demonstrate a selective impairment of formulaic language performance in L1 but not L2 for bilinguals with PD, further supporting the role of the basal ganglia in native language.
33
Angulo-Jiménez, Henry, and Laura DeThorne. "Discourse-related code-switching in conversations with a bilingual autistic adult." Journal of Interactional Research in Communication Disorders 15, no. 2 (April 30, 2024): 119–46. http://dx.doi.org/10.1558/jircd.25657.
Full textAbstract:
Background: Although studies on language alternation among non-autistic bilinguals have increased in the last decades, we know little about this linguistic behavior among autistic bilinguals. Research on this topic is particularly relevant, given its potential to further our understanding of the ability of autistic bilinguals to deploy language alternation discursively and orient to different aspects of ongoing conversation. Method: We used multimodal conversation analysis to analyze 237 instances of language alternation embedded in naturalistic conversations between a bilingual autistic adult with severe language impairment and his frequent co-interactants. Specifically, 157 of those language alternative instances served conversational functions (e.g., setting off quotes, contextualizing addressee change, highlighting repair execution, adding emphasis) and were therefore associated with discourse-related code-switching. Discussion/conclusion: The study’s findings highlight the need for the different stakeholders to critically ponder their assumptions about the ability of autistic individuals to become bilingual; to resist a tendency to default to monolingualism in the presence of an autism diagnosis; and to (re)consider their beliefs about the nature of language alternation.
34
Zhai, Jiaxin, Shengxiang Gao, Zhengtao Yu, Zequan Fan, Li Liu, Hua Lai, and Yafei Zhang. "Keywords extraction in Chinese–Vietnamese bilingual news based on hypergraph." International Journal of Distributed Sensor Networks 14, no. 11 (November 2018): 155014771881110. http://dx.doi.org/10.1177/1550147718811107.
Full textAbstract:
The keywords extraction of bilingual news events in China and Vietnam has a very important role in understanding bilingual news events. It can quickly locate and briefly compare the news of the same events reported by the two countries. Chinese–Vietnam news texts are typically unstructured big data. How to extract the keywords that characterize the news in these unstructured data is the difficult problem of unstructured big data analysis. Bilingual documents are difficult to understand because bilingual Chinese and Vietnamese are not in the same language space. However, the hypergraph of the hypergraph model can better express the multiple relations of the vocabulary association and the entity association for bilingual news. Therefore, a method based on hypergraph for bilingual news keywords extraction is proposed. In this method, bilingual news words are extracted to construct a bilingual word set, and the words are taken as vertices. Chinese–Vietnamese sentences and bilingual words with the same semantic meaning as different types of hyperedges and the bilingual word frequency are used as the attribute to construct a bilingual news item word hypergraph model. Then, the directional diffusion algorithm in the wireless sensor network is used to iteratively calculate the weights of the vertices so as to realize the extraction of keywords in the Chinese–Vietnam bilingual news. The experimental results show that the proposed hypergraph method is better than the single-document extraction method, which can better obtain the keywords of the bilingual unstructured text data.
35
Mueller Gathercole, Virginia C., Hans Stadthagen-González, and Samia Mercedes DeCubas. "Eye tracking investigation into semantic convergence in fully fluent Spanish–English bilingual adults." International Journal of Bilingualism 24, no. 3 (December 31, 2018): 508–29. http://dx.doi.org/10.1177/1367006918814379.
Full textAbstract:
Aims and Objectives: This article examines semantic convergence of bilinguals’ two languages in the case of words that overlap semantically but are not fully isomorphic in meaning and application. To what extent do the type of bilingual, type of category, and relative semantic width across the languages matter? Design: The primary method involves eye tracking while participants chose pictures corresponding to an English word heard. The data examine potential differences in simultaneous Spanish–English bilinguals’, early Spanish L1–English L2 bilinguals’, and monolingual English speakers’ durations and numbers of fixations on potential candidates for referents. Data and Analysis: Thirty-eight participants were administered the task in relation to 48 English words from three types of words (classical, radial, and homophonic), half with wider semantic extension in English, half with wider semantic extension in Spanish. Durations and numbers of fixations were analyzed with ANOVAs with participant group, word type, and semantic width treated as variables. Findings/Conclusions: Data revealed minimal influences from Spanish on English with homophonic words, but for classical categories, and to some extent radial categories, bilinguals showed influence from Spanish on English words: participants considered referents that would be relevant for Spanish but not English. Originality: Eye tracking provides a window into the online processing of words and their referents, and thus provides more subtle clues to bilinguals’ processing of these categories relative to monolinguals’. The results support a special status relative to semantic convergence for words whose referents correspond to categories whose members lie close together in the conceptual space. Significance/Implications: For us to best account for semantic convergence in bilingual speakers, these data indicate that the type of category and the category structure in the conceptual space matter, the relative widths of the categories in bilinguals’ two languages matter, the task demands matter, and the type of bilingual matters.
36
Yan, Tai Shan, Guan Qi Guo, Wu Li, and Wen Bin Li. "A Knowledge Rule Mining Method for the Evaluation of Bilingual Teaching Quality in Universities Based on Genetic Algorithm." Applied Mechanics and Materials 556-562 (May 2014): 3788–92. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.3788.
Full textAbstract:
Bilingual teaching is the inevitable reform and development trend of higher education, and it is a very important job for us to evaluate the bilingual teaching quality. Currently, we do not have an effective evaluation system for bilingual teaching quality. In this study, the factors which affect bilingual teaching quality are analyzed and the evaluation index system of bilingual teaching quality in universities is established firstly. Then, a knowledge rule mining method for the evaluation of bilingual teaching quality in universities based on an improved genetic algorithm is proposed. In the algorithm, selection operator, dual crossover operator and dual mutation operator are used to generate new knowledge rules. Knowledge rules are evaluated by their accuracy, coverage and reliability. Experimental results show that this knowledge rule mining method is feasible and valid.
37
Verhoeven, Emma, Merel van Witteloostuijn, Ora Oudgenoeg-Paz, and Elma Blom. "Comparing Different Methods That Measure Bilingual Children’s Language Environment: A Closer Look at Audio Recordings and Questionnaires." Languages 9, no. 7 (June 26, 2024): 231. http://dx.doi.org/10.3390/languages9070231.
Full textAbstract:
The quantity of language input is a relevant predictor of children’s language development and is frequently used as a variable in child bilingualism research. Studies use various methods to measure bilingual language input quantity, but it is currently unknown what the optimal method is. We investigated the bilingual language input estimates of 31 Turkish–Dutch and 21 Polish–Dutch 3- to 5-year-old bilingual children, obtained via the questionnaire for Quantifying Bilingual Experience (Q-BEx) and day-long audio recordings made with Language Environment Analysis (LENA), and proposed a combined method that could overcome several shortcomings of the individual methods. The three methods are compared to each other in their correlation strength with receptive and expressive vocabulary scores. Each individual method correlated significantly with vocabulary scores, regardless of modality or language. Contrary to our hypothesis, the combined method did not correlate stronger with vocabulary outcomes than the Q-BEx and LENA individually did. The latter two did not differ significantly from each other in their correlational strength with vocabulary outcomes. These findings show that both the Q-BEx, LENA, and combined method can be deemed reliable to measure bilingual language input quantity. Future studies can make more informed decisions about their methodology in children’s bilingualism research.
38
Hu, Lian, and Jing Hu. "Exploration of the Problems and Solutions Based on the Translation of Computer Software into Japanese Language." Mathematical Problems in Engineering 2022 (September 6, 2022): 1–9. http://dx.doi.org/10.1155/2022/3712090.
Full textAbstract:
At present, the research on machine translation mainly focuses on English-Chinese translation, while the research on Japanese college students using Japanese Chinese machine translation software is relatively few. In order to solve the above problems in Chinese Japanese bilingual translation, this paper proposes a phrase translation method based on sequence intersection. This method regards sentences as word sequences and aligns the sequence intersection of all source sentences corresponding to the target sentence in the corpus with Chinese and Japanese sentences containing the phrases to be translated. By fully mining the information of sentence alignment bilingual corpus without word alignment resources, we can obtain high-quality phrase translation, syntactic analysis, and dictionary. Then, we focus on the automatic construction of sentence level aligned bilingual corpus and explore the automatic sentence alignment technology of Chinese and Japanese bilinguals. A ten-year alignment model based on combination cues and core extended square matching is proposed. The preprocessing of the computer corpus and the basic construction of the corpus are completed. This paper also puts forward corresponding countermeasures and approaches to the problems encountered in the construction of computer translation.
39
Payesteh, Bita, and Giang T. Pham. "Is There a Cognate Effect in Bilingual Children With Developmental Language Disorder?" Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 213–21. http://dx.doi.org/10.1044/2021_lshss-21-00078.
Full textAbstract:
Purpose: Cognates, words in two languages that share form and meaning, can be used to support vocabulary development in bilingual children. Typically developing bilinguals have shown better performance on cognates versus noncognates. Of key interest is whether bilinguals with developmental language disorder (DLD) also show a cognate effect and, if so, which factors are related to their cognate performance. Method: Thirty-five Spanish–English bilingual children (5–11 years old) with DLD completed the Expressive and Receptive One-Word Picture Vocabulary Tests, third edition, in English (EOW, ROW) to measure cognate performance. Test items were divided by difficulty level (easy, medium, and hard) and classified as cognates or noncognates using the Cross-Linguistic Overlap Scale for Phonology. Results: On average, children showed clear and robust cognate effects on EOW across difficulty levels with medium-to-large effect sizes. Results on the ROW showed minimal effects that varied by difficulty. Individually, 80% of participants (28 of 35) demonstrated a cognate effect in EOW, whereas only 31% (11 of 35) showed an effect in ROW. A cognate effect in ROW was positively correlated with age and English proficiency, whereas no factors correlated with the EOW cognate effect. Conclusions: Bilingual children with DLD show higher performance on cognates than noncognates, at least in expressive vocabulary. Participants who did show a receptive cognate effect tended to be older and have higher English proficiency. Further investigation is needed to identify factors underlying cognate performance in order to tailor intervention strategies that promote bilingual vocabulary development.
40
Syafutri, Tania, and Iis Sujarwati. "Analysis of Ideology in Translation on Bilingual Story Book for Children." Jadila: Journal of Development and Innovation in Language and Literature Education 2, no. 2 (November 15, 2021): 180–99. http://dx.doi.org/10.52690/jadila.v2i2.198.
Full textAbstract:
This research analyzed the methods, techniques, and ideology in translation on bilingual story book for children entitled “Little Sunshine Bilingual Book. Kumpulan Lagu dan Cerita Anak- Anak Dwibahasa.” The theories were used in this research are from Newmark, Molina Albir, and Venuti. This research intended to analyze the techniques, methods, and ideology in translation on “Little Sunshine Bilingual Book. Kumpulan Lagu dan Cerita Anak- Anak Dwibahasa.” This research was used descriptive qualitative method because the researcher want to analyze verbal text in written form of “Little Sunshine Bilingual Book. Kumpulan Lagu dan Cerita Anak- Anak Dwibahasa”. The source of data in this research was one of text in bilingual story book for children that is “Roro Jonggrang” story. There are several steps of analyzing the data: the first is reading the text entitled “Roro Jonggrang” in “Little Sunshine Bilingual Book. Kumpulan Lagu dan Cerita Anak- Anak Dwibahasa”, the second is taking note of several data that need to analyze such as the phrases or sentences in “Little Sunshine Bilingual Book. Kumpulan Lagu dan Cerita Anak- Anak Dwibahasa” stories, the third is identifying the technique of translation of “Roro Jonggrang” story in “Little Sunshine Bilingual Book. Kumpulan Lagu dan Cerita Anak- Anak Dwibahasa.”, the fourth is observing which the technique of translation that often use in “Roro Jonggrang” story in “Little Sunshine Bilingual Book. Kumpulan Lagu dan Cerita Anak- Anak Dwibahasa” to know about the method that use in translation of this story, the last is after gaining the method that use in translation of this story, the researcher would know about ideology of this translation.
41
Una, Luxcya Martir Wona, Veronika Yuliana Beku, and Maria Desidaria Noge. "Analisis Penerapan Pembelajaran Bilingual Siswa Kelas IV di SDI Rutosoro." Jurnal Terapi Wicara dan Bahasa 2, no. 2 (June 1, 2024): 917–36. http://dx.doi.org/10.59686/jtwb.v2i2.129.
Full textAbstract:
Abstract Background: Bilingual learning is bilingual learning, in which Indonesian and foreign languages are combined with each other. Objectives: The main purpose of this study is to analyze the application of Bilingual learning at SDI Rutosoro, as a provision to help students master the two languages taught in an academic context, in addition to practicing language and communication skills, and to develop foreign languages. The research approach used is a qualitative approach with a descriptive method. Methods: The data collection method in this study uses interviews, observations and documentation. Results: Based on the results of the research in the implementation of bilingual learning, the main is preparation in carrying out learning activities that refer to the applicable curriculum as well as infrastructure and support from the school, in the process of implementing bilingual learning carried out at SDI Rutosoro. Conclusion: The results of the analysis showed that there was student activity in participating in bilingual learning which was shown by an activity percentage of 65%. Keywords: Bilingual Learning, Primary School
42
Tsuji, Keita, and Kyo Kageura. "Extracting morpheme pairs from bilingual terminological corpora." Terminology 7, no. 1 (December 7, 2001): 101–14. http://dx.doi.org/10.1075/term.7.1.08tsu.
Full textAbstract:
An HMM-based method for extracting bilingual morpheme pairs from domain-specific bilingual term lists is reported in this paper. In recent years, many bilingual term lists have become available in electronic form. If the bilingual morpheme pairs in the lists are automatically identified, they can be used as bootstrapping information for the automatic identification of bilingual term pairs in bilingual textual corpora. Or, they can be used for automatically extracting translation rules of complex terms. In our method, Japanese terms are segmented into morphemes while at the same time the corresponding Japanese-English morpheme pairs are identified. The advantage of our method is that it requires no pre-processing tool such as a morphological analyser. The result of the experiment was quite satisfactory, our method achieved well over 80% precision and recall.
43
Singh Lehal, Manpreet, Dr Ajit Kumar, and Dr Vishal Goyal. "Review of techniques for extraction of bilingual lexicon from comparable corpora." International Journal of Engineering & Technology 7, no. 2.30 (May 29, 2018): 15. http://dx.doi.org/10.14419/ijet.v7i2.30.13456.
Full textAbstract:
Bilingual lexicons are important resources for performing a number of bilingual tasks in machine translation (MT) and cross-language in-formation retrieval (CLIR). Since the manual building of bilingual extraction is a tedious affair, researchers have focused upon the automatic extraction of bilingual lexicons from corpora. Another issue is the use of parallel and comparable corpora for extraction. Much success has been achieved in the use of parallel corpora but it is only available for a few language pairs and for limited domains. Therefore, the use of comparable corpora comes as an alternative but a lot need to be done in this field. The paper presents a review of different techniques and methods, which have been used for automatic extraction of bilingual lexicon suggesting that an integrated approach can give better results than using individual approaches. The paper also contains a proposed method for extraction of bilingual method using a combined approach.
44
Wang, Shuang. "Research on Bilingual Corpus Based Machine Translation." Applied Mechanics and Materials 687-691 (November 2014): 1683–86. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.1683.
Full textAbstract:
This thesis proposes several methods for bilingual corpus form different websites, such as Automatic acquisition of bilingual corpus base on "iciba" web, CNKI and Patent network. It introduced methods, procedures of the acquisition of a variety of corpus. We proposed different methods to obtain the bilingual corpus for different characteristics of different sites, and achieved fast and accurate automatic access of a large-scale bilingual corpus. When we obtain the bilingual corpus based on "iciba" web, the main method is Nutch crawler, which is relatively good, and has an accurate retrieve and a good correlation. In addition, we give up the idea of bilingual corpus obtained from the entire Internet, but we use an entirely new access, that is to access to the basic information of scholarly thesis’s in the CNKI to obtain the large-scale high-quality English-Chinese bilingual corpus. We obtain GB level of large-scale bilingual aligned corpus in the end, which is very accurate by the manual evaluation. And the corpus makes preparation for the further cross-language information retrieval research.
45
Far, Ali Khazaee. "Towards a Corpus-Based, Decoding Translation Dictionary." Babel. Revue internationale de la traduction / International Journal of Translation 42, no. 3 (January 1, 1996): 129–40. http://dx.doi.org/10.1075/babel.42.3.02far.
Full textAbstract:
Abstract A rough sketch of the concept of a decoding translation dictionary is presented based on L2-L1 translators' real and specific needs. The dictionary represents a departure, theoretically and methodologically, from conventional bilingual dictionaries. A distinction is made between single words and single units of meaning. While the former are usually taken as the entries in the conventional bilingual dictionary, the latter are proposed as the entries in the translation dictionary. Certain features of the proposed dictionary are briefly touched upon with reference to the weaknesses of the bilingual dictionary when used as a translation tool, and a corpus-based method for extracting target language equivalents is proposed. Résumé L'article donne un bref aperçu du concept d'un dictionnaire de décodage de la traduction basé sur les besoins réels et spécifiques des traducteurs travaillant dans la langue maternelle. Ce dictionnaire s'écarte des ouvrages bilingues traditionnels, tant du point de vue théorique que méthodologique. L'auteur fait la distinction entre les mots et les ensembles conceptuels. Là où les mots sont généralement utilisés comme entrées dans les dictionnaires bilingues traditionnels, les ensembles conceptuels sont proposés comme entrées dans le dictionnaire de traduction. L'auteur aborde brièvement certaines caractéristiques du dictionnaire proposé en se référant aux points faibles des dictionnaires bilingues utilisés comme outil de traduction. De plus, il propose une méthode basée sur un corpus pour extraire des équivalents dans la langue d'arrivée.
46
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 (July 26, 2017): 153–67. http://dx.doi.org/10.1044/2017_lshss-16-0054.
Full textAbstract:
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 Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. Results By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Conclusions Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese–English bilingual children.
47
Ebert, Kerry Danahy, Kathryn Kohnert, Giang Pham, Jill Rentmeester Disher, and Bita Payesteh. "Three Treatments for Bilingual Children With Primary Language Impairment: Examining Cross-Linguistic and Cross-Domain Effects." Journal of Speech, Language, and Hearing Research 57, no. 1 (February 2014): 172–86. http://dx.doi.org/10.1044/1092-4388(2013/12-0388).
Full textAbstract:
Purpose This study examines the absolute and relative effects of 3 different treatment programs for school-age bilingual children with primary or specific language impairment (PLI). It serves to expand the evidence base on which service providers can base treatment decisions. It also explores hypothesized relations between languages and cognition in bilinguals with PLI. Method Fifty-nine school-age Spanish–English bilingual children with PLI were assigned to receive nonlinguistic cognitive processing, English, bilingual (Spanish–English), or deferred treatment. Participants in each of the 3 active treatments received treatment administered by nationally certified speech-language pathologists. Pre- and post-treatment assessments measured change in nonlinguistic cognitive processing, English, and Spanish skills, and analyses examined change within and across both treatment groups and skill domains. Results All active treatment groups made significant pre- to post-treatment improvement on multiple outcome measures. There were fewer significant changes in Spanish than in English across groups. Between-group comparisons indicate that the active treatment groups generally outperformed the deferred treatment control, reaching statistical significance for 2 tasks. Conclusion Results provide insight into cross-language transfer in bilingual children and advance understanding of the general PLI profile with respect to relationships between basic cognitive processing and higher level language skills.
48
Aldarmaki, Hanan, Mahesh Mohan, and Mona Diab. "Unsupervised Word Mapping Using Structural Similarities in Monolingual Embeddings." Transactions of the Association for Computational Linguistics 6 (December 2018): 185–96. http://dx.doi.org/10.1162/tacl_a_00014.
Full textAbstract:
Most existing methods for automatic bilingual dictionary induction rely on prior alignments between the source and target languages, such as parallel corpora or seed dictionaries. For many language pairs, such supervised alignments are not readily available. We propose an unsupervised approach for learning a bilingual dictionary for a pair of languages given their independently-learned monolingual word embeddings. The proposed method exploits local and global structures in monolingual vector spaces to align them such that similar words are mapped to each other. We show empirically that the performance of bilingual correspondents that are learned using our proposed unsupervised method is comparable to that of using supervised bilingual correspondents from a seed dictionary.
49
Park, Ji Sook, Carol A. Miller, Teenu Sanjeevan, Janet G. van Hell, Daniel J. Weiss, and Elina Mainela-Arnold. "Bilingualism and Processing Speed in Typically Developing Children and Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 5 (May 22, 2020): 1479–93. http://dx.doi.org/10.1044/2020_jslhr-19-00403.
Full textAbstract:
Purpose The aim of the current study was to investigate whether dual language experience modulates processing speed in typically developing (TD) children and in children with developmental language disorder (DLD). We also examined whether processing speed predicted vocabulary and sentence-level abilities in receptive and expressive modalities. Method We examined processing speed in monolingual and bilingual school-age children (ages 8–12 years) with and without DLD. TD children (35 monolinguals, 24 bilinguals) and children with DLD (17 monolinguals, 10 bilinguals) completed a visual choice reaction time task. The Clinical Evaluation of Language Fundamentals, the Peabody Picture Vocabulary Test, and the Expressive Vocabulary Test were used as language measures. Results The children with DLD exhibited slower response times relative to TD children. Response time was not modified by bilingual experience, neither in children with typical development nor children with DLD. Also, we found that faster processing speed was related to higher language abilities, but this relationship was not significant when socioeconomic status was controlled for. The magnitude of the association did not differ between the monolingual and bilingual groups across the language measures. Conclusions Slower processing speed is related to lower language abilities in children. Processing speed is minimally influenced by dual language experience, at least within this age range. Supplemental Material https://doi.org/10.23641/asha.12210311
50
Cervantes, R., W. Lopez Hernandez, J. Knight, P. Litvin, A. Bueno, R. Rugh-Fraser, C. McElwee, et al. "B-67 The Effect of Bilingualism on Executive Functioning Performance in Traumatic Brain Injury Survivors and Healthy Adults." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1015. http://dx.doi.org/10.1093/arclin/acz034.150.
Full textAbstract:
Abstract Objective Traumatic brain injury (TBI) survivors often exhibit problems with executive function (EF). Language use can also impact EF test performances. We examined the effects of TBI and bilingualism/monolingualism on several EF tests. Method The sample (N = 94) consisted of 37 healthy controls (19 bilingual; 18 monolingual), 30 acute TBI participants (10 bilingual; 20 monolingual), and 27 chronic TBI participants (16 bilingual; 11 monolingual). Acute TBI participants were tested 6 months post-injury and chronic TBI participants were tested 12 months or more post-injury. Stroop Color-Word (SCW), Delis-Kaplan Executive Function System Letter Fluency (DKEFS-LF), Trail Making Test part B (TMT-B) and a EF global composite (EF-GC) were used to assess EF. All participants passed performance validity testing. 3X2 ANOVAs were conducted to determine the effect of TBI and bilingualism/monolingualism on EF performances. Results Main effects were found between groups (control and TBI groups) on SCW, p = .046, ηp² = .07, TMT-B, p = .042, ηp² = .07, and EF-GC, p = .005, ηp² = .13; the 6-month TBI group performed worse than controls on TMT-B and EF-GC. Main effects were found for bilingualism/ monolingualism on SCW, p = .012, ηp² = .07, and TMT-B, p = .034, ηp² = .05; monolingual participants performed better than bilingual participants. No significant interactions between TBI and language were found. Conclusion The TBI group underperformed on SCW, TMT-B, and EF-GC compared to controls; relative to monolinguals, bilinguals underperformed on the SCW and TMT-B only. In conclusion, our findings seem to suggest that monolinguals have better cognitive flexibility compared to bilinguals that result in better EF performances.