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Journal articles on the topic 'Bilingualism and multilingualsm'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Cenoz, Jasone. "The influence of bilingualism on third language acquisition: Focus on multilingualism." Language Teaching 46, no. 1 (2011): 71–86. http://dx.doi.org/10.1017/s0261444811000218.

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This paper focuses on the advantages that bilinguals have over monolinguals when acquiring an additional language. Bilinguals are more experienced language learners and have potentially developed learning strategies to a larger extent than monolinguals. They also have a larger linguistic and intercultural repertoire at their disposal. In this paper the methodology and results of studies on the influence of bilingualism on third language acquisition (TLA) will be reviewed and their contribution to the study of multilingualism discussed. A new perspective, focus on multilingualism, is presented

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De Lima, Jane Helen Gomes. "English as a Lingua Franca, Bilingualism and Multilingualism: How Do These Areas of Studies Relate?" MOARA – Revista Eletrônica do Programa de Pós-Graduação em Letras ISSN: 0104-0944, no. 54 (December 27, 2019): 319. http://dx.doi.org/10.18542/moara.v0i54.8118.

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English as a Lingua Franca (ELF) is an area of research that has expanded fast and in different ways. It started focusing mainly on form, when still following the principles of Word English research. However, now ELF is understood as a multilingual practice. This new reconceptualization of English as a Lingua Franca positioned ELF within the multilingual framework, but Which theoretical concept(s) connect ELF, Bilingualism and Multilingualism studies? To be able to answer this question, a review of literature on bilingualism, and/or multilingualism associated with ELF was carried out using Goo

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Higby, Eve, Jungna Kim, and Loraine K. Obler. "Multilingualism and the Brain." Annual Review of Applied Linguistics 33 (March 2013): 68–101. http://dx.doi.org/10.1017/s0267190513000081.

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Over the last decade, research on multilingualism has grown and has provided researchers with new insights into the mechanisms at work in the multilingual brain. While some studies of multilinguals have shown similar results to what has been seen in studies of bilinguals, certain unique properties of multilinguals are beginning to be noticed, particularly regarding early language representation, gray matter density, and speed of lexical retrieval. In addition, research on cognitive control, language switching, working memory, and certain consequences of multilingualism (advantages and disadvan

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DEWAELE, JEAN-MARC, and LI WEI. "Is multilingualism linked to a higher tolerance of ambiguity?" Bilingualism: Language and Cognition 16, no. 1 (2012): 231–40. http://dx.doi.org/10.1017/s1366728912000570.

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The present study investigates the link between multilingualism and the personality trait Tolerance of Ambiguity (TA) among 2158 mono-, bi- and multilinguals. Monolinguals and bilinguals scored significantly lower on TA compared to multilinguals. A high level of global proficiency of various languages was linked to higher TA scores. A stay abroad of more than three months was also linked to higher TA although the effect levelled off after one year. Growing up in a multilingual family had no effect on TA. These findings show that a high level of multilingualism makes individuals more at ease in

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MacSwan, Jeff. "A Multilingual Perspective on Translanguaging." American Educational Research Journal 54, no. 1 (2017): 167–201. http://dx.doi.org/10.3102/0002831216683935.

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Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model.

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Lin, Zhong, and Lei Lei. "The Research Trends of Multilingualism in Applied Linguistics and Education (2000–2019): A Bibliometric Analysis." Sustainability 12, no. 15 (2020): 6058. http://dx.doi.org/10.3390/su12156058.

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This study explored the state of the arts of bilingualism or multilingualism research in the past two decades. In particular, it employed a bibliometric method to examine the publication trend, the main publication venues, the most influential articles, and the important themes in the area of bilingualism or multilingualism. The main findings are summarised as follows. First, a significant increase of publications in the area was found in the past two decades. Second, the main publication venues and the most influential articles were reported. The results seemingly indicated that the research

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Bagwasi, Mompoloki Mmangaka. "Education, multilingualism and bilingualism in Botswana." International Journal of the Sociology of Language 2021, no. 267-268 (2021): 43–54. http://dx.doi.org/10.1515/ijsl-2020-0114.

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Abstract Botswana is a multilingual country. It has about 28 languages (see Anderson, Lars-Gunnar & Tore Janson. 1997. Languages in Botswana. Gaborone: Longman Botswana). Although multilingualism breeds bilingualism or vice versa, bilingualism in Botswana is not as extensive and as widespread among the 28 languages. It is mostly concentrated amongst certain groups of people and a limited number of languages. This paper interrogates the pattern of bilingualism in Botswana and the role that education plays in shaping it. Further, the paper examines the extent to which the pattern of bilingua

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Salzmann, Zdenek, Jasone Cenoz, and Fred Genesee. "Beyond Bilingualism: Multilingualism and Multilingual Education." Language 76, no. 4 (2000): 950. http://dx.doi.org/10.2307/417241.

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Alsheikh, Negmeldin. "The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning." English Language Teaching 11, no. 1 (2017): 150. http://dx.doi.org/10.5539/elt.v11n1p150.

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This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study is based on symbolic interactionism approach to incorporate a focus on intersubjective realities of bilinguals and trilinguals, openness to bilinguals and multilinguals’ experiences and a search for invariant indispensable meaning in their descriptions

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Tsimpli, Ianthi Maria, Margreet Vogelzang, Anusha Balasubramanian, et al. "Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India." Languages 5, no. 1 (2020): 10. http://dx.doi.org/10.3390/languages5010010.

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Multilingualism and linguistic diversity are the norm in India. Although studies have shown a relation between bilingualism and cognitive gains, linguistic diversity has so far been ignored as a potential factor affecting cognitive skills. This study aims to fill this gap by examining how cognitive skills—as measured by the n-back and Raven’s Colored Progressive Matrices tasks—are affected by multilingualism and/or sociolinguistic diversity in a large cohort of socioeconomically disadvantaged primary school children in two urban sites of India: Delhi and Hyderabad. We present a questionnaire e

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Digard, Bérengère G., Antonella Sorace, Andrew Stanfield, and Sue Fletcher-Watson. "Bilingualism in autism: Language learning profiles and social experiences." Autism 24, no. 8 (2020): 2166–77. http://dx.doi.org/10.1177/1362361320937845.

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Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. Th

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COCKCROFT, KATE, MANDY WIGDOROWITZ, and LUZANNE LIVERSAGE. "A multilingual advantage in the components of working memory." Bilingualism: Language and Cognition 22, no. 1 (2017): 15–29. http://dx.doi.org/10.1017/s1366728917000475.

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This study compared working memory ability in multilingual young adults and their monolingual peers on four components of working memory (verbal and visuospatial storage, verbal and visuospatial processing). The sample comprised 39 monolingual English speakers, and 39 multilinguals, who spoke an African language as their first and third languages, and English as their second language, all with high levels of proficiency. The multilingual young adults came from lower socioeconomic status (SES) backgrounds and possessed smaller English vocabularies than the monolinguals, features which make this

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DE BOT, KEES, and CAROL JAENSCH. "What is special about L3 processing?" Bilingualism: Language and Cognition 18, no. 2 (2013): 130–44. http://dx.doi.org/10.1017/s1366728913000448.

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While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same are

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González Alonso, Jorge, Julián Villegas, and María del Pilar García Mayo. "English compound and non-compound processing in bilingual and multilingual speakers: Effects of dominance and sequential multilingualism." Second Language Research 32, no. 4 (2016): 503–35. http://dx.doi.org/10.1177/0267658316642819.

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This article reports on a study investigating the relative influence of the first language and dominant language (L1) on second language (L2) and third language (L3) morpho-lexical processing. A lexical decision task compared the responses to English NV-er compounds (e.g. taxi driver) and non-compounds provided by a group of native speakers and three groups of learners at various levels of English proficiency: L1 Spanish – L2 English sequential bilinguals and two groups of early Spanish–Basque bilinguals with English as their L3. Crucially, the two trilingual groups differed in their first and

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Anastassiou, Fotini. "The Effect of Multilingualism on Cognition, Memory, and Emotions: A Review." International Journal of Learning and Development 10, no. 4 (2020): 68. http://dx.doi.org/10.5296/ijld.v10i4.18134.

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A very popular field in research on bilingualism and multilingualism is how bilingual and multilingual people perceive and express their feelings and which languages they prefer each time (Pavlenko, 2012). A fascinating issue is that of distancing oneself from an L2 - something that has also been discussed in the texts of bilingual writers who have stated that their L2 was for them a less emotionally charged language, in comparison with their L1. Besides, a speaker often uses his L1 to express emotions, since each language can convey distinct emotional meanings according to the interlocutors a

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Backer, Kristina C., and Heather Bortfeld. "Characterizing Bilingual Effects on Cognition: The Search for Meaningful Individual Differences." Brain Sciences 11, no. 1 (2021): 81. http://dx.doi.org/10.3390/brainsci11010081.

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A debate over the past decade has focused on the so-called bilingual advantage—the idea that bilingual and multilingual individuals have enhanced domain-general executive functions, relative to monolinguals, due to competition-induced monitoring of both processing and representation from the task-irrelevant language(s). In this commentary, we consider a recent study by Pot, Keijzer, and de Bot (2018), which focused on the relationship between individual differences in language usage and performance on an executive function task among multilingual older adults. We discuss their approach and fin

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Backer, Kristina C., and Heather Bortfeld. "Characterizing Bilingual Effects on Cognition: The Search for Meaningful Individual Differences." Brain Sciences 11, no. 1 (2021): 81. http://dx.doi.org/10.3390/brainsci11010081.

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A debate over the past decade has focused on the so-called bilingual advantage—the idea that bilingual and multilingual individuals have enhanced domain-general executive functions, relative to monolinguals, due to competition-induced monitoring of both processing and representation from the task-irrelevant language(s). In this commentary, we consider a recent study by Pot, Keijzer, and de Bot (2018), which focused on the relationship between individual differences in language usage and performance on an executive function task among multilingual older adults. We discuss their approach and fin

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Ren, Guiling. "The Characteristics of Bilingualism Inspire Chinese Teaching and Learning." Advances in Higher Education 3, no. 3 (2019): 105. http://dx.doi.org/10.18686/ahe.v3i3.1477.

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<p>In today's society, the technological and cultural exchanges between countries are increasingly frequent. In this situation, the communication between languages is inevitable, and the resulting bilingual or multilingual phenomenon will have an impact on the independent language of any nation. Chinese is no exception. It is of certain significance to study the characteristics of using bilingualism or multilingualism and to reform Chinese education and learning according to its characteristics.</p>

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PARADIS, MICHEL. "Bilingual effects are not unique, only more salient." Bilingualism: Language and Cognition 11, no. 2 (2008): 181–83. http://dx.doi.org/10.1017/s1366728908003337.

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I am in full agreement with Aneta Pavlenko's analysis of the data and her line of reasoning about emotion words and emotion concepts, but not with her claim that the findings are unique to the study of bilingualism, and that differential language emotionality is uniquely visible in bi- and multilingual speakers. I will argue that (i) emotion words and concepts behave like other aspects of bilingualism, exhibit the same kinds of phenomena, and are susceptible to the same types of interference; (ii) the phenomena observed about emotion words and emotion concepts are not unique to bilinguals but

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Retnawati, Saptina. "FACTORS CAUSING LANGUAGE LOSS EXPERIENCED BY AN AMERICAN NATIVE SPEAKER IN MULTILINGUAL SITUATION IN INDONESIA." ELT-Lectura 5, no. 2 (2018): 174–80. http://dx.doi.org/10.31849/elt-lectura.v5i2.1678.

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Bilingualism and multilingualism are common phenomena in language use. Those who are bilinguals or multilingual normally get the language competence because they are living in multilingual area, or in a country which has variety of languages and cultures. Indonesia is one of countries which have this wide diversity in cultures, languages, and religions. Furthermore, Indonesian Ministry of Education created a program called Darmasiswa program which enabled students from abroad to study Bahasa Indonesia and Indonesian cultures. By following this program, those students are learning new language

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Macías, Reynaldo F. "Bilingualism, Language Contact, and Immigrant Languages." Annual Review of Applied Linguistics 10 (March 1989): 13–25. http://dx.doi.org/10.1017/s0267190500001185.

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This essay covers the literature on bilingualism over the last decade with emphasis on those publications issued between 1985 and 1989. Since this essay must be very selective, it concentrates on English language publications. There has been quite a growth in the descriptive literature of different multilingual areas of the world. This literature has been published in many of the major languages. The selection of publications in English somewhat distorts the distrigution of the literature by region and language, especially the growth of multilingualism-related publications in countries like th

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Cummins, Jim. "Teaching Minoritized Students: Are Additive Approaches Legitimate?" Harvard Educational Review 87, no. 3 (2017): 404–25. http://dx.doi.org/10.17763/1943-5045-87.3.404.

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The emergence in recent years of heteroglossic conceptions of bi/multilingualism and the related construct of translanguaging has raised questions about how these notions relate to more traditional conceptions of additive bilingualism, biliteracy, and the overall academic achievement of minoritized students. In this article, Jim Cummins provides a critical examination of both additive bilingualism and additive approaches to language education to clarify the nature of these constructs and to elucidate their instructional implications. He proposes a synthesis of perspectives that replaces the te

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Deda, Silvija Hanžić. "Phonological Sensitivity of Bilingual and Multilingual (Primary) School Students." Sustainable Multilingualism 16, no. 1 (2020): 39–64. http://dx.doi.org/10.2478/sm-2020-0003.

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SummaryThis literature overview presents findings stemming from eleven contemporary studies dealing with various aspects of phonological sensitivity in bilingual and multilingual individuals within the context of formal education. The selected studies were published in English, during the past decade, but they include several languages in various combinations. The main objective of this review is to inquire about the nature of phonological sensitivity in bilingual and multilingual individuals while they are developing their early literacy or expanding their literacy to new languages. To achiev

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Zubrzycki, Kamil. "Am I perfect enough to be a true bilingual? Monolingual bias in the lay perception and self-perception of bi- and multilinguals." International Review of Applied Linguistics in Language Teaching 57, no. 4 (2019): 447–95. http://dx.doi.org/10.1515/iral-2016-0095.

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AbstractLittle is still known about the factors which make L2 speakers self-categorize as bilinguals and the ways in which bilinguals self-perceive and evaluate their language proficiency. This replicational study aims to contribute to a better understanding of this problem by analyzing linguistic and sociobiographical factors determining self-identification as a bilingual, as well as validating the findings of (Sia, Jennifer & Jean-Marc Dewaele. 2006. Are you bilingual?BISAL1. 1–19). While both studies show that self-assessed overall L2 proficiency and self-rated skill proficiencies (spea

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Chairuddin, Chairuddin, and Maulana Yusuf Aditya. "The implication of bilingualism in EFL classroom: An investigation of teaching and learning in English department." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (2021): 184. http://dx.doi.org/10.33474/j-reall.v2i1.9352.

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Bilingualism is used as a cover term for multilingualism, too – speaking more than two languages. Some researchers use the term plurilingualism for speaking more than two languages. few bilinguals are as proficient in any second language as they are in their first language. This research aims to determine the implication of bilingualism in EFL classroom. Descriptive qualitative is used as a research approach and its application uses phenomenology methods. The findings showed that the implication of bilingualism to students’ speaking. The implication is about interact and apply the lecturer’ ut

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Kim, A., D. Assanova, and M. Knol. "The nature and content of psychological-pedagogical problems of multilingualism: linguistic and psychological aspects." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (2021): 150–56. http://dx.doi.org/10.31489/2021ped2/150-156.

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Recently the concept of multilingualism has become a defining approach to the problem of language learning. Multilingualism occurs as an individual's language experience, expands culturally from the language used in the family to the language used in society, and then to the acquisition of languages of other peoples. The individual does not “keep” these languages and cultures separate from each other, but forms a communicative competence based on all knowledge and all language experience, where languages are interconnected and interact with one another. One of the most important approaches to

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Lukas, Liina. "Zweisprachigkeit in den Literaturen Estlands." Interlitteraria 26, no. 1 (2021): 11–30. http://dx.doi.org/10.12697/il.2021.26.1.3.

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Bilingualism in the Literatures of Estonia. In a multilingual cultural space such as the (former and contemporary) Baltic region, bilingualism, both oral and written, has been rather normality than exception. This also finds an expression in the literatures of this region. In the following I will examine the phenomenon of bilingualism and multilingualism in the literatures of Estonia in history and today. First, I will examine the historical forms of bilingualism before the foundation of the Republic of Estonia, against the background of the complicated oral and written language relations thro

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Choi, Lee Jin. "Legitimate bilingual competence in the making: Bilingual performance and investment of Korean-English bilinguals." International Journal of Bilingualism 23, no. 6 (2018): 1394–409. http://dx.doi.org/10.1177/1367006918791266.

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Because global migration and mobility have increasingly blurred boundaries, questions of authenticity have become more complex than ever, and the issue of what constitutes “real” versus “fake” language practices and language users has become increasingly important. The newly emerging images of imposters associated with bilingualism and transnationalism have put bilingual and multilingual language users in a fragile position, where bilingual displays can summon the damaging image of inauthentic bilingualism and frame them as imposters who try to articulate their alleged modernity by mimicking o

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Siricharoen, Aroonrung. "Multilingualism in the Linguistic Landscape of the Faculty of Arts, Chulalongkorn University, Thailand." MANUSYA 19, no. 3 (2016): 12–25. http://dx.doi.org/10.1163/26659077-01903002.

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This paper is an examination of multilingual signage in the Faculty of Arts, Chulalongkorn University, where a number of language courses are offered not only to the university community but also to outsiders who are interested in learning foreign languages. Special attention is given to the distinction between signs made by the university and those by students and outsiders. By focusing on the multilingual signs in public space, the aim of the study is to investigate the extent to which multilingualism is promoted through the linguistic landscape in the common areas of the Faculty of Arts. Th

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Tao, Lily, Marcus Taft, and Tamar H. Gollan. "The Bilingual Switching Advantage: Sometimes Related to Bilingual Proficiency, Sometimes Not." Journal of the International Neuropsychological Society 21, no. 7 (2015): 531–44. http://dx.doi.org/10.1017/s1355617715000521.

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AbstractThis study investigated the relationship between bilingualism and task switching ability using a standardized measure of switching and an objective measure of bilingual language proficiency. Heritage Language (HL) speaking Spanish-English and Mandarin-English bilinguals and English speaking monolinguals completed all four subtests of the Color-Word Interference Test (CWIT), an English verbal fluency task, and a picture naming test (the Multilingual Naming Test) in English. Bilinguals also named pictures in their HL to assess HL proficiency. Spanish-English bilinguals were advantaged in

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Edwards, John. "Towards multilingualism." Journal of Multilingual Theories and Practices 1, no. 1 (2020): 23–43. http://dx.doi.org/10.1558/jmtp.16682.

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There has been a development in both scholarly and popular attention to language capabilities and their alleged cognitive consequences. Emphasis, both theoretical and applied, was initially given to monolingual fluencies. Indeed, the sense that monolingualism is still somehow the default norm remains in some ‘large-language’ contexts. A second stage, as it were, arose when serious consideration began to be given to bilingualism—a phase surely long overdue, given the real-life circumstances that have always prevailed around the world. One of the most interesting aspects of this phase has been t

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Karpinski, Eva C. "Can Multilingualism Be a Radical Force in Contemporary Canadian Theatre? Exploring The Option of Non-Translation." Theatre Research in Canada 38, no. 2 (2017): 153–67. http://dx.doi.org/10.3138/tric.38.2.153.

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Recognizing the richness of multilingual theatre in Canada, this article argues that the choice of nontranslation as the absolute staging of multilingual hospitality carries the promise of a more radical cohabitation and offers both critical and reparative encounters with bodies that resist mainstream recuperation. Beyond multicultural accommodation of diversity, non-translation as a politicized choice is examined through examples chosen from contemporary Asian Canadian and Afro-Caribbean Canadian drama, as well as Indigenous performance. Specifically, the article analyzes the deployment of mu

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PILLER, INGRID. "Identity constructions in multilingual advertising." Language in Society 30, no. 2 (2001): 153–86. http://dx.doi.org/10.1017/s0047404501002019.

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Contemporary social identities are hybrid and complex, and the media play a crucial role in their construction. A shift from political identities based on citizenship to economic ones based on participation in a global consumer market can be observed, together with a concomitant shift from monolingual practices to multilingual and English-dominant ones. This transformation is here explored in a corpus of German advertisements. Multilingual advertisements accounted for 60–70% of all advertisements released on various television networks and in two national newspapers in 1999. The subject positi

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GOLLAN, TAMAR H., GALI H. WEISSBERGER, ELIN RUNNQVIST, ROSA I. MONTOYA, and CYNTHIA M. CERA. "Self-ratings of spoken language dominance: A Multilingual Naming Test (MINT) and preliminary norms for young and aging Spanish–English bilinguals." Bilingualism: Language and Cognition 15, no. 3 (2011): 594–615. http://dx.doi.org/10.1017/s1366728911000332.

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This study investigated correspondence between different measures of bilingual language proficiency contrasting self-report, proficiency interview, and picture naming skills. Fifty-two young (Experiment 1) and 20 aging (Experiment 2) Spanish–English bilinguals provided self-ratings of proficiency level, were interviewed for spoken proficiency, and named pictures in a Multilingual Naming Test (MINT); in Experiment 1, the Boston Naming Test (BNT) was also used. Self-ratings, proficiency interview, and the MINT did not differ significantly in classifying bilinguals into language-dominance groups,

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Sypiańska, Jolanta. "L1 vowels of multilinguals: the applicability of SLM in multilingualism." Research in Language 14, no. 1 (2016): 79–94. http://dx.doi.org/10.1515/rela-2016-0003.

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Although L1 has been treated as a rigid system which is more likely to act as a sender than a receiver of CLI in bilinguals and multilinguals, recent studies have provided some evidence of the influence of both L2 and L3 on L1. The study is aimed at shedding further light on how Lns can influence the native language and how these changes can be explained by means of the Speech Learning Model. The first and second formant of L1 Polish vowels of three groups of multilinguals were compared. Evidence of a systemic influence of L2 on L1 was observed in the raising and backing of L1 Polish vowels du

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Munoz, Raelynn, Daniel W. Lopez-Hernandez, Rachel A. Rugh-Fraser, et al. "A-125 The Impact of Bilingualism on Symbol Digit Modalities Test Performance Following Traumatic Brain Injury." Archives of Clinical Neuropsychology 36, no. 6 (2021): 1175. http://dx.doi.org/10.1093/arclin/acab062.143.

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Abstract Objective Traumatic brain injury (TBI) survivors exhibit cognitive deficits. Research suggests that multilingualism can influence neurocognitive performance. We examined the effects of TBI and bilingualism/monolingualism on a test of attention and cognitive speed (i.e., Symbol Digit Modalities Test; SDMT). Method The sample consisted of 55 healthy comparison (27 Spanish-English bilinguals; 28 English-monolinguals), 34 acute TBI (14 Spanish-English bilinguals; 23 English-monolinguals), and 27 chronic TBI (13 Spanish-English bilinguals; 12 English-monolinguals) participants. Acute TBI p

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De Angelis, Gessica. "The Bilingual Advantage and the Language Background Bias." Theory and Practice of Second Language Acquisition 5, no. 2 (2019): 11–23. http://dx.doi.org/10.31261/tapsla.7554.

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The idea that bilingualism can give us an advantage in life is of great interest to the scientific community due to its significant positive implications for healthcare and education at large. In recent years, several scholars have provided evidence in favour of the so-called bilingual advantage or benefit, suggesting a positive association between bilingualism and cognitive development. In order to understand whether the claim is fully warranted, the present paper sets out to examine the evidence in support and against the existence of a bilingual benefit for individuals. Following a brief di

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Sridhar, Kamal K. "Bilingualism in South Asia (India): National/Regional Profiles And Verbal Repertoires." Annual Review of Applied Linguistics 6 (March 1985): 169–86. http://dx.doi.org/10.1017/s0267190500003123.

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Anyone who undertakes to do an overview of so large an area as studies on “the South Asian bilingual's verbal repertoire and the functional allocation of languages” within so small a space as permitted by this review deserves her predicament. The problem lies in the complexity and diversity of the situation, and the danger of inanity resulting from oversimplification. However, since the alternative is to wait for book-length treatments which have yet to be written, and in the meanwhile, suffer the omission of a prime example of a multilingual region from a volume devoted to multilingualism, I

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Sherkina-Lieber, Marina. "A classification of receptive bilinguals." Mental representations in receptive multilingualism 10, no. 3 (2020): 412–40. http://dx.doi.org/10.1075/lab.17080.she.

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Abstract The term ‘receptive bilingualism/multilingualism’ is used for diverse populations, all of which understand a language without producing speech in it, but differ in the way this receptive ability was achieved and in the linguistic knowledge underlying it. In previous studies, not enough attention is given to the differences between types of receptive bilinguals (RBs); however, a thorough analysis of all types is necessary to understand the nature of receptive bilingualism and, consequently, language comprehension and production in general. I propose a classification of RBs based on the

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Gonzalez, D., J. Soble, K. Bain, K. C. Bailey, and J. Marceaux. "Subcortical Lesions Impact Confrontation Naming in Bilinguals with Later Age of Acquisition." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1255. http://dx.doi.org/10.1093/arclin/acz029.22.

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Abstract Objective Multilinguals show greater subcortical activation during language tasks than monolinguals. Among multilinguals, prior studies found later age of acquisition (AoA) of a second language in association with more diffuse, non-traditional language representation. While such findings have clear clinical implications, little research has examined relationships among linguistic history, neuroanatomical integrity, and language skills in a clinical population. This study examined relationships between subcortical lesions and confrontation naming in strong bilinguals who acquired Engli

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Sapriati, Rani Septi, Soni Mirizon, and Sary Silvhiany. "Investigating Ideological Factors in Family Language Policy." Indonesian Journal of EFL and Linguistics 6, no. 1 (2021): 295. http://dx.doi.org/10.21462/ijefl.v6i1.395.

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A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and chi

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Otheguy, Ricardo, Ofelia García, and Wallis Reid. "A translanguaging view of the linguistic system of bilinguals." Applied Linguistics Review 10, no. 4 (2019): 625–51. http://dx.doi.org/10.1515/applirev-2018-0020.

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AbstractTwo conceptions of the linguistic system of bilinguals are in contention. The translanguaging approach supports what we call a unitary view, arguing that bilingualism and multilingualism, despite their importance as sociocultural concepts, have no correspondence in a dual or multiple linguistic system. In our view, the myriad lexical and structural features mastered by bilinguals occupy a cognitive terrain that is not fenced off into anything like the two areas suggested by the two socially named languages. But a strong critique of this view by Jeff MacSwan adopts the familiar position

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Angelelli, Claudia V. "A professional ideology in the making." Translation and Interpreting Studies 5, no. 1 (2010): 94–108. http://dx.doi.org/10.1075/tis.5.1.06ang.

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Research on circumstantial bilinguals who become young interpreters for their families and communities contributes to our understanding of the life experiences of individuals who begin to interpret early in their lives. With the exception of early work on young interpreters and recent historical work on translation and interpreting, very little has been written about the lived experiences of interpreters and/or about the development of such exceptional types of bilingualism. When a family of Latino immigrants settles in America and the parents do not speak the societal language, it is often th

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Pliatsikas, Christos. "Understanding structural plasticity in the bilingual brain: The Dynamic Restructuring Model." Bilingualism: Language and Cognition 23, no. 2 (2019): 459–71. http://dx.doi.org/10.1017/s1366728919000130.

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AbstractResearch on the effects of bi- and multi-lingualism on brain structure has so far yielded variable patterns. Although it cannot be disputed that learning and using additional languages restructures grey (cortical, subcortical and cerebellar) and white matter in the brain, both increases and reductions in regional volume and diffusivity have been reported. This paper revisits the available evidence from simultaneous and sequential bilinguals, multilinguals, interpreters, bimodal bilinguals, children, patients and healthy older adults from the perspective of experience-based neuroplastic

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Karpava, Sviatlana, Natalia Ringblom, and Anastassia Zabrodskaja. "Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia." Russian Journal of Linguistics 23, no. 3 (2019): 619–41. http://dx.doi.org/10.22363/2312-9182-2019-23-3-619-641.

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The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written question- naires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy acti

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Dauletkeldyyeva, А. А. "ACTUAL SOCIOLOGICAL PROBLEMS IN THE STUDYING OF MULTILINGUALISM IN THE EDUCATION SYSTEM." BULLETIN Series of Sociological and Political sciences 73, no. 1 (2020): 170–77. http://dx.doi.org/10.51889/2021-1.1728-8940.24.

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This article explains the essence of the concepts of «multilingualism», «trilingualism», «bilingualism», «monolingualism», «plurilingualism» and their relationship to each other is different. Along with the programs of Kazakhstan Government on the policy of bilingualism, the trinity of languages, for the first time in Kazakhstan, the idea of multilingualism was raised and the chronology of the work done in different years in relation to multilingualism in the country's education system was shown.An expert review of foreign and domestic scientific research on the study of multilingualism was co

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de Graaff, Rick, Sharon Unsworth, and Sophie ter Schure. "Tweetalige Ontwikkeling en Tweetalig Onderwijs." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 61–70. http://dx.doi.org/10.1075/ttwia.86.07gra.

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The topic of bilingualism in education continues to generate much debate. Issues under discussion include for example how best to support the Dutch language development of multilingual children and how to successfully implement bilingual secondary education and early foreign language instruction. This paper reports upon the symposium Bilingual Acquisition and Bilingual Education which brought together key players in this debate from the fields of research, policy and teaching practice to exchange ideas and insights with a view to formulating recommendations for future policy on multilingualism

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BABCOCK, LAURA, and ANTONINO VALLESI. "Are simultaneous interpreters expert bilinguals, unique bilinguals, or both?" Bilingualism: Language and Cognition 20, no. 2 (2015): 403–17. http://dx.doi.org/10.1017/s1366728915000735.

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Simultaneous interpretation is a cognitively demanding process that requires a high level of language management. Previous studies on bilinguals have suggested that extensive practice managing two languages leads to enhancements in cognitive control. Thus, interpreters may be expected to show benefits beyond those seen in bilinguals, either as an extension of previously-seen benefits or in areas specific to interpretation. The present study examined professional interpreters (N = 23) and matched multilinguals (N = 21) on memory tests, the color-word Stroop task, the Attention Network Test, and

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Williams, Quentin E. "The enregisterment of English in rap braggadocio: a study from English-Afrikaans bilingualism in Cape Town." English Today 28, no. 2 (2012): 54–59. http://dx.doi.org/10.1017/s0266078412000181.

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For the last three decades, globalization has been a major theme of sociolinguistics and studies of multilingualism, in keeping with large scale changes evident in late-modern societies (Blommaert, 2010). One of several stances within this research is the importance accorded to English in processes of linguistic globalization (see Leung et al, 2009). Three theoretical stances in particular have dealt with English globalization: World Englishes (e.g. Kachru, 1986), Linguistic Imperialism (e.g. Phillipson, 1992) and more recently Global Englishes within a context of modern-day rapid transport, e

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CHENG, Kaiwen, Yanhui DENG, and Dezhong YAO. "Bilingualism (multilingualism) Helps Resist Alzheimer's Disease?" Advances in Psychological Science 22, no. 11 (2014): 1723. http://dx.doi.org/10.3724/sp.j.1042.2014.01723.

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