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Blom, Elma, and Tessel Boerma. "Effects of language impairment and bilingualism across domains." Linguistic Approaches to Bilingualism 7, no. 3-4 (March 7, 2017): 277–300. http://dx.doi.org/10.1075/lab.15018.blo.
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Abstract Purpose: This study examined the effects of language impairment (LI) and bilingualism across vocabulary, morphology and verbal memory in a sample of children learning Dutch. Methods: Children (MAGE = 71 months) were assigned to a monolingual group with typical development (TD) (n = 30), bilingual TD (n = 30), monolingual LI (n = 30) or bilingual LI group (n = 30). Vocabulary was measured with the Peabody Picture Vocabulary Test, morphology with the Taaltoets Alle Kinderen, verbal short-term (VSTM) and working memory (VWM) with forward and backward digit span tasks. Results: Language knowledge (vocabulary, morphology) was affected by LI and bilingualism. Language processing (VSTM, VWM) was influenced by LI only. When language knowledge was controlled, the bilinguals outperformed the monolinguals on VSTM and VWM when TD and LI were collapsed. Bilingualism aggravated the effects of LI for vocabulary. Conclusions: Bilingualism may create a risk for the vocabulary knowledge of children with LI, but might be beneficial for their verbal memory.
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Montanari, Elke G., Mehmet-Ali Akıncı, and Roman Abel. "Balance and dominance in the vocabulary of German-Turkish primary schoolchildren." European Journal of Applied Linguistics 7, no. 1 (February 28, 2019): 113–44. http://dx.doi.org/10.1515/eujal-2018-0003.
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AbstractBalanced bilingualism has inspired debates on bilingualism for a long time, but several questions related to this discourse remain unanswered. How common are balanced bilinguals? Does balance have a positive impact on language proficiency? More specifically, when children begin to frequent schools and thus have a lot of oral and literal input in the school language, how do balance and dominance develop? The present paper discusses the following research questions with respect to vocabulary: Do balanced test results in two languages correlate with a better proficiency than unbalanced results? Moreover, is a balanced use of two languages accompanied by a balanced vocabulary? We used a picture naming task to test the expressive and receptive vocabulary of 98 German-Turkish speaking schoolchildren in a cross-sectional design. To determine balance resp. dominance, we used a combined score of the values in the German and the Turkish testing. The balance/dominance scores show a continuous shift to dominance in the majority language. Consistent use of Turkish has an effect on Turkish vocabulary, but not a negative impact on vocabulary in German. There was no overall positive influence of balanced bilingualism.
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SMITHSON, LISA, JOHANNE PARADIS, and ELENA NICOLADIS. "Bilingualism and receptive vocabulary achievement: Could sociocultural context make a difference?" Bilingualism: Language and Cognition 17, no. 4 (March 4, 2014): 810–21. http://dx.doi.org/10.1017/s1366728913000813.
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The purpose of this study was to investigate receptive vocabulary achievement among French–English bilinguals in Canada. Standardized test scores of receptive vocabulary were measured in both languages from preschool, early-elementary, and late-elementary French–English bilingual children, and French–English bilingual adults. Mean vocabulary scores across all bilingual age groups were statistically equivalent to or above the standard mean in French and English with the exception of the early-elementary bilinguals who scored below the standard mean on the English vocabulary assessment. Mean vocabulary scores of the preschool and adult bilingual groups were not significantly different from those of their monolingual peers in either language. However, early-elementary and late-elementary bilingual children scored significantly lower than monolinguals on the English vocabulary assessment. The positive sociocultural context for French–English bilingualism in Canada as well as language input changes in school are discussed as underlying reasons for these findings.
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Jarvis, Lorna H., Joseph H. Danks, and William E. Merriman. "The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis." Applied Psycholinguistics 16, no. 3 (July 1995): 293–308. http://dx.doi.org/10.1017/s0142716400007311.
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ABSTRACTDoes bilingualism facilitate the development of cognitive abilities, and if so, how? According to the level of bilingualism hypothesis (Diaz, 1983), only in the early stages of second language acquisition does bilingualism foster cognitive ability. This hypothesis was tested on a sample of 3rd and 4th grade Mexican Spanish-English bilinguals with low English proficiency. Knowledge of Spanish and English in phonology, vocabulary, and syntax was measured. Nonverbal general intelligence was assessed with the Raven Colored Progressive Matrices, and verbal intelligence was assessed with a subtest of the Woodcock Language Proficiency Battery. No relationship was found between degree of bilingualism and nonverbal intelligence, contrary to the level of bilingualism hypothesis. The results suggest that the effects of bilingualism on cognitive development are not solely dependent on the level of second language proficiency.
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BIALYSTOK, ELLEN, KORNELIA HAWRYLEWICZ, MELODY WISEHEART, and MAGGIE TOPLAK. "Interaction of bilingualism and Attention-Deficit/Hyperactivity Disorder in young adults." Bilingualism: Language and Cognition 20, no. 3 (January 20, 2016): 588–601. http://dx.doi.org/10.1017/s1366728915000887.
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One hundred and sixty-eight young adult participants were classified as monolingual or bilingual and as having a previously reported clinical diagnosis of ADHD or not to create four groups. All participants completed tests of language proficiency, ADHD ratings, and executive control. Both bilingualism and ADHD are generally associated with poorer vocabulary knowledge, but bilingualism and ADHD are associated with opposite effects on executive control. Consistent with this literature, bilinguals performed more poorly than monolinguals on the vocabulary test but contrary to predictions, the ADHD group performed somewhat better on language ability than the non-ADHD group, attesting to their high functioning status. For the flanker task, both bilinguals and non-ADHD participants showed less cost in performing in the conflict condition than in the baseline condition. For the stop-signal task, ADHD status interfered more with performance by bilinguals than monolinguals, suggesting a greater burden of ADHD on executive function for this group.
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Plannels Hernani, Begona. "Bilingualism and expressive vocabulary in infants." Képzés és gyakorlat 14, no. 1-2 (2016): 107–36. http://dx.doi.org/10.17165/tp.2016.1-2.6.
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Kaushanskaya, Margarita, Henrike K. Blumenfeld, and Viorica Marian. "The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers." International Journal of Bilingualism 15, no. 4 (June 23, 2011): 408–25. http://dx.doi.org/10.1177/1367006911403201.
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Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish bilingual adults were administered measures of receptive English vocabulary and of phonological short-term memory. In Experiment 2, monolingual adults were compared to sequential English–Spanish bilinguals, and were administered the same measures as in Experiment 1, as well as a measure of expressive English vocabulary. Analyses revealed comparable levels of performance on the vocabulary and the short-term memory measures in the monolingual and the bilingual groups across both experiments. There was a stronger effect of digit-span in the bilingual group than in the monolingual group, with high-span bilinguals outperforming low-span bilinguals on vocabulary measures. Findings indicate that bilingual speakers may rely on short-term memory resources to support word retrieval in their native language more than monolingual speakers.
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BIALYSTOK, ELLEN. "Bilingualism: The good, the bad, and the indifferent." Bilingualism: Language and Cognition 12, no. 1 (January 2009): 3–11. http://dx.doi.org/10.1017/s1366728908003477.
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The present paper summarizes research showing that bilingualism affects linguistic and cognitive performance across the lifespan. The effect on linguistic performance is generally seen as a deficit in which bilingual children control a smaller vocabulary than their monolingual peers and bilingual adults perform more poorly on rapid lexical retrieval tasks. The effect on cognitive performance is to enhance executive functioning and to protect against the decline of executive control in aging. These effects interact to produce a complex pattern regarding the effect of bilingualism on memory performance. Memory tasks based primarily on verbal recall are performed more poorly by bilinguals but memory tasks based primarily on executive control are performed better by bilinguals. Speculations regarding the mechanism responsible for these effects are described.
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Hindle, John V., Pamela A. Martin-Forbes, Alexandra J. M. Bastable, Kirstie L. Pye, Anthony Martyr, Christopher J. Whitaker, Fergus I. M. Craik, et al. "Cognitive Reserve in Parkinson’s Disease: The Effects of Welsh-English Bilingualism on Executive Function." Parkinson's Disease 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/943572.
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Objective. Bilingualism has been shown to benefit executive function (EF) and delay the onset of Alzheimer’s disease. This study aims at examining whether a bilingual advantage applies to EF in Parkinson’s disease (PD).Method. In a cross-sectional outpatient cohort of monolingual English (n=57) and bilingual Welsh/English (n=46) speakers with PD we evaluated the effects of bilingualism compared with monolingualism on performance on EF tasks. In bilinguals we also assessed the effects of the degree of daily usage of each language and the degree of bilingualism.Results. Monolinguals showed an advantage in performance of language tests. There were no differences in performance of EF tests in monolinguals and bilinguals. Those who used Welsh less in daily life had better performance on one test of English vocabulary. The degree of bilingualism correlated with one test of nonverbal reasoning and one of working memory but with no other tests of EF.Discussion. The reasons why the expected benefit in EF in Welsh-English bilinguals with PD was not found require further study. Future studies in PD should include other language pairs, analysis of the effects of the degree of bilingualism, and longitudinal analysis of cognitive decline or dementia together with structural or functional neuroimaging.
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BOGULSKI, CARI A., KINSEY BICE, and JUDITH F. KROLL. "Bilingualism as a desirable difficulty: Advantages in word learning depend on regulation of the dominant language." Bilingualism: Language and Cognition 22, no. 5 (August 10, 2018): 1052–67. http://dx.doi.org/10.1017/s1366728918000858.
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Bilingualism imposes costs to language processing but benefits to word learning. We test a new hypothesis that relates costs in language processing at study to benefits in learning at test as desirable difficulties. While previous studies have taught vocabulary via bilinguals’ native language (L1), recent evidence suggests that bilinguals acquire regulatory skill in the L1 to coordinate the use of each language. We hypothesized that L1 regulation underlies the observed costs and benefits, with word learning advantages depending on learning via the L1. Four groups learned novel Dutch words via English translations: English monolinguals, and English–Spanish, Spanish–English, and Chinese–English bilinguals. Only English–Spanish bilinguals demonstrated a word learning advantage, but they adopted a costly study strategy compared to monolinguals. The results suggest that bilingual advantages in vocabulary learning depend on learning via the L1 or dominant language because learning via the L1 allows bilinguals to engage regulatory skills that benefit learning.
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CARLISLE, JOANNE F., MARGARET BEEMAN, LYLE HULL DAVIS, and GALILA SPHARIM. "Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual." Applied Psycholinguistics 20, no. 4 (December 1999): 459–78. http://dx.doi.org/10.1017/s0142716499004014.
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This study investigated the developing metalinguistic capabilities of Hispanic primary school children who are becoming bilingual but whose English reading achievement is below average. Two questions were posed: first, do native- and second-language vocabulary and degree of bilingualism contribute to performance on a metalinguistic task (defining words) and, second, do native- and second-language vocabulary and metalinguistic development at the word level significantly predict reading comprehension in the spring? The results showed that performance on the definition task in English and in Spanish was significantly explained by word knowledge in the language of the task; performance on the definition task in the other language (English or Spanish) but not degree of bilingualism contributed significantly, after the effects of vocabulary in the two languages were accounted for. Both native- and second-language vocabulary and phonological awareness independently contributed to achievement in English reading comprehension. The results suggest that, for children with limited native-language development in the early stages of bilingualism, vocabulary development in both the native and second language and metalinguistic development at the word level may be important education priorities because of their effects on second-language reading comprehension.
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Meir, Natalia. "Effects of Specific Language Impairment (SLI) and bilingualism on verbal short-term memory." Linguistic Approaches to Bilingualism 7, no. 3-4 (February 2, 2017): 301–30. http://dx.doi.org/10.1075/lab.15033.mei.
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Abstract The current study assessed independent and combined effects of SLI and bilingualism on tasks tapping into verbal short-term memory (vSTM) with varying linguistic load in two languages (Russian and Hebrew). The study explored the extent to which the presence of SLI is related to limited vSTM storage and bilingualism is associated with reduced vocabulary size. A total of 190 monolingual and bilingual children aged 5;5–6;8 participated in the current study: 108 sequential Russian-Hebrew bilinguals (18 with SLI), 48 Hebrew monolinguals (13 with SLI) and 34 Russian monolinguals (14 with SLI). Children performed three repetition tasks: forward-digit span (FWD), non-word repetition (NWR) and sentence repetition (SRep); bilingual children were tested in both of their languages. Results indicated a negative effect of SLI on all experimental tasks tapping into vSTM. The effect of SLI rose as a function of increased linguistic load. Regarding bilingualism, no effect was found on the measure of vSTM with the lowest linguistic load (FWD), while its effect was robust once the linguistic load was increased (SRep). The results reported in this study bring evidence that lower performance on measures of vSTM in children with SLI and bilingual children stem from different sources. Although, children with SLI have limitations of vSTM, deficient vSTM cannot fully account for the linguistic difficulties observed in children with SLI. As for bilingualism, it does not affect verbal storage when the linguistic load is minimal, while poor performance in bilingual children on tasks with greater linguistic load is attributed to smaller vocabulary sizes.
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PÉREZ-LEROUX, ANA T. "The untouchables." Bilingualism: Language and Cognition 20, no. 1 (April 4, 2016): 31–32. http://dx.doi.org/10.1017/s1366728916000365.
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Carroll's critique (Carroll) of the field of bilingualism yields strong directives. Let us not study specific groups of bilinguals, and make big claims about bilingual learning. Let us not study one domain, say vocabulary, and generalize to bilinguals’ language. These are all valid points. She also voices strong skepticism about how current literature deals with language experience: “Much of the bilingual exposure literature making claims about quantity or quality of exposure is little more than speculation, built from a ‘logic’ about amounts of exposure that will not bear close scrutiny.” (8)
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Sari, Betty Tjipta, Fons J. R. van de Vijver, Athanasios Chasiotis, and Michael Bender. "Contextualized bilingualism among adolescents from four different ethnic groups in Indonesia." International Journal of Bilingualism 23, no. 6 (October 4, 2018): 1469–82. http://dx.doi.org/10.1177/1367006918803678.
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Aims and objectives: We were interested in group differences in Indonesia in bilingualism, whether vocabulary knowledge shows a differential pattern across the languages, and whether language skill and usage differences between groups are moderated by contextual factors, such as ethnic group size. Data and analysis: We examined group differences in language usage at home and in public, self-reported proficiency, and vocabulary scores in both languages among 632 adolescents (292 males, Mage = 14.57 years) from four ethnic groups in Indonesia (214 Javanese, 115 Batak Toba, 108 Toraja, and 195 Chinese). Differential item functioning analysis was conducted to test whether adolescents had different vocabulary they only know in one language, which would indicate equality or inequality in access to knowledge in the two languages. Findings: There were large differences in language knowledge and usage. The lowest scores in ethnic language vocabulary and usage were found among the Chinese group. Across groups, scores for Bahasa Indonesia (L2) vocabulary were higher than ethnic language (L1) vocabulary. However, the ranking from easy to difficult words was similar across the languages and there were no specific sets of items that were differentially known in any language. Implication: Despite the differences in bilingualism skill and usage, all groups have similar access to different domains of the languages, and L2 (Bahasa Indonesia) seems to have become the dominant language in all groups. Our findings also imply that bilingualism comprises various domains, including language skill, self-reported proficiency, and self-reported usage, and that the associations between these components are not very strong. Originality: We investigated bilingualism among non-immigrant adolescents in an under-researched, non-WEIRD (western, educated, industrialized, rich, democratic) society. The study shows the role of language usage and skill that is different from a western context in various aspects, such as the dominance of L2 in all groups.
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DE HOUWER, ANNICK, MARC H. BORNSTEIN, and DIANE L. PUTNICK. "A bilingual–monolingual comparison of young children's vocabulary size: Evidence from comprehension and production." Applied Psycholinguistics 35, no. 6 (January 28, 2013): 1189–211. http://dx.doi.org/10.1017/s0142716412000744.
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ABSTRACTIt is often assumed that young bilinguals are lexically delayed in comparison to monolinguals. A comprehensive comparison of comprehension and production vocabulary in 31 firstborn bilingual and 30 matched monolingual children fails to find empirical foundation for this assumption. Several raters completed Dutch and French adaptations of the MacArthur Communicative Development Inventories for children aged 13 and 20 months. At 13 months, bilinguals understood more words than did monolinguals; at 20 months, monolinguals knew more Dutch words than did bilinguals (combining comprehension and production). There were no group differences for word production or for Dutch word comprehension. Both groups understood and produced the same number of lexicalized meanings; ratios of word comprehension to word production did not differ; interindividual variation was similar. This study underscores the importance of conducting bilingual–monolingual comparisons with matched groups and suggests that if individual bilingual children appear to be slow in early vocabulary development, reasons other than their bilingualism should be investigated.
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Gathercole, Virginia C. Mueller, Enlli Môn Thomas, Nestor Viñas Guasch, Ivan Kennedy, Cynog Prys, Nia Young, Emily J. Roberts, Emma K. Hughes, and Leah Jones. "Teasing apart factors influencing executive function performance in bilinguals and monolinguals at different ages." Linguistic Approaches to Bilingualism 6, no. 5 (May 4, 2016): 605–47. http://dx.doi.org/10.1075/lab.15051.gat.
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Abstract This study attempts to tease apart a variety of factors that may contribute to performance on executive function tasks. Data from the Simon task is re-examined to determine the contributions of age, SES, language proficiency/vocabulary, general cognitive performance, and bilingualism on performance. The results suggest influence from a variety of factors, with a major contribution from relative age and from language proficiency, as measured by vocabulary. Bilingualism showed some effect in relation to older adults’ accuracy of performance, in both congruent and incongruent conditions, but not to reaction time.
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Brice, Alejandro, Cynthia Leung, and Brenda K. Gorman. "Vocabulary Skills of Spanish-English Speaking Elementary Students: A Pilot Study." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 3 (December 2015): 102–11. http://dx.doi.org/10.1044/cds22.3.102.
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Introduction Bilingualism is the norm worldwide. Despite the fact that nearly one in five individuals (17.9%; U.S. Census Bureau, 2007) speaks another language other than English in the home, knowledge regarding the nature of bilingualism and school performance, particularly vocabulary skills in bilingual children, is still needed. Purpose This study investigated vocabulary skills of bilingual, Spanish-English speaking students enrolled in 3rd, 4th, and 5th grades. Methods Fifteen Spanish-English speaking students were administered English and Spanish receptive and expressive vocabulary measures. Total conceptual vocabulary scores were also obtained for both the English and Spanish measures. Results Results indicated significant differences for 3rd and 5th grade groups on the Spanish expressive vocabulary measure and also on the expressive total conceptual vocabulary measure. Conclusions The bilingual students, although the majority had been mainstreamed and exited from ESOL classes and services, appeared to be still acquiring English vocabulary skills and may have not attained complete cognitive academic English language proficiencies. Therefore, it is possible that incomplete vocabulary skills may affect overall academic language skills and overall academic performance. Speech-language pathologists (SLPs) must strive to maintain native language skills that facilitate reading comprehension and English academic success.
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Vanbuel, Marieke, Anneleen Boderé, Karen Torfs, and Koen Jaspaert. "WITHDRAWN: Vocabulary acquisition in Moroccan- and Turkish-heritage children: A comparative study." International Journal of Bilingualism 22, no. 1 (May 12, 2016): 3–15. http://dx.doi.org/10.1177/1367006916648412.
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This article was accidentally published in Volume 22 Issue 1 with two different DOIs. The incorrect version of the article with DOI: 10.1177/1367006916648412 ( International Journal of Bilingualism; 22 (1): 3–15) has been withdrawn. The correct and citable version of the article is as follows: http://journals.sagepub.com/doi/full/10.1177/1367006916652139 ( International Journal of Bilingualism; 22 (1): 38–50).
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Vahidov, Abduvahob. "Research Of The Vocabulary Of Tajik Languages In Samarkand And Bukhara Cities Of Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 585–91. http://dx.doi.org/10.37547/tajssei/volume02issue11-101.
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One of the actual topics of Tajik dialectology - the comparative study of the vocabulary of the Samarkand and Bukhara dialects, the Tajik language are examined in this article. The specific features of the lexical layer of each dialect are analyzed. The phenomenon of bilingualism and polylinguism in the dialectal vocabulary of Samarkand and Bukhara is also noted.
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Haryati, Haryati, and Ratu Prayuana. "An Analysis of Code-Mixing Usage in WhatsApp Groups Conversation among Lecturers of Universitas Pamulang." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 2 (October 4, 2020): 236–50. http://dx.doi.org/10.30605/25409190.180.
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This study was aimed to find out the kinds of code-mixing used by lecturers from some departments and the factors of using code mixing. This study was a descriptive qualitative analysis that attempted to describe the kinds of code-mixing and the factors. The participants of this study were lecturers from 4 different groups of Universitas Pamulang. The participants were selected based on the purposive sampling in order to support the research finding. The data were taken from questionnaire and observation on WhatsApp groups to seek the factors and to classify the types of code-mixing. As the results, the writers found the group of Pelatih TOEFL produced 15 congruent lexicalization, 4 insertion and 0 alternation. The group of Penelitian Internal Unpam produced 15 congruent lexicalization, 6 insertion and 2 alternation. The group of Sastra Unpam produced 9 congruent lexicalization, 10 insertion and 5 alternation. The group of Prodi Sasing produced 17 congruent lexicalization, 3 insertion and 5 alternation. In addition, the distribution of questionnaire resulted the factors of applying code-mixing on all WhatsApp groups. Bilingualism (38%), speaker and interlocutor (4%), situation (5%), vocabulary (46%) and prestige (8%) are the factors found in Pelatih dan Pengawas TOEFL group. Bilingualism (21%), speaker and interlocutor (11.11%), situation (22%), vocabulary (38%) and prestige (8%) are the factors found in Peenelitian Internal Unpam group. Bilingualism (48%), speaker and interlocutor (5%), situation (13%), vocabulary (34%) and prestige (0%) are the factors found in Sastra Unpam group. Bilingualism (55%), speaker and interlocutor (5%), situation (7%), vocabulary 67%) and prestige (12%) are the factors found in Sastra Unpam group.
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Del Corral Winder, S., A. J. Cook, and M. Poulakis. "Quédate Quieto Niño: Bilingualism and ADHD Presentation." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1248. http://dx.doi.org/10.1093/arclin/acz029.15.
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Abstract Objective This poster will focus on findings pertaining to the relationship between bilingualism and Attention Deficit/Hyperactivity Disorder (ADHD), a gap that currently exists in cultural neuropsychology. This poster will introduce the literature regarding bilingualism and the development of individuals’ executive functioning throughout their lifespan. Bilingual individuals often have enhanced executive functioning. This review will provide a foundation for the present study. Then, we will compare racial and ethnic differences in ADHD diagnosis and treatment. ADHD diagnoses tend to be higher for White children than for Hispanics raised in a non-English household. These findings suggest that bilingualism may affect the diagnosis and the expression of ADHD. Participants and Method This poster will consider the acquisition of executive control skills and language. Since ADHD and language develop before adolescence, this poster will focus on individuals between the ages of 3 and 12. This will allow us to better understand how language acquisition and the factors that surround language affect the expression of ADHD. Results The poster will present results from the literature review to better understand the results of bilingualism on ADHD. Bilinguals tend to outperform monolinguals in tasks related to reasoning and problem solving. However, bilinguals tend to struggle in tasks related to vocabulary retrieval. This is key because individuals with ADHD tend to perform worse on tasks related to executive functioning. The poster will display different methods used in past research in order to expand future implications. Conclusions ADHD appears to interrupt some skills that bilingual individuals possess. This interference may affect ADHD symptom expression and performance on neuropsychological testing. This may lead to misdiagnoses and a resulting lag in the provision of effective treatments for bilingual children. Thus, this poster will propose alternatives and implications for practice.
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ROEPER, THOMAS. "Minimalism and bilingualism: How and why bilingualism could benefit children with SLI." Bilingualism: Language and Cognition 15, no. 1 (December 2, 2011): 88–101. http://dx.doi.org/10.1017/s1366728911000605.
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We begin with the hypothesis that all people are “bilingual” because every language contains ingredients from several grammars, just as English exhibits both an Anglo-Saxon and a Latinate vocabulary system. We argue that the dominant grammar is defined by productivity and recursion in particular. Although current evidence is sparse, in principle, for a child who shows Specific Language Impairment (SLI) in a bilingual environment, richer modules in one grammar may help trigger more obscure modules in another language. Thus, if one language has a rich case system, it may help a child see an impoverished case system in another grammar. Examples from prepositional systems, wh-movement, recursive possessives and others are discussed. In general, a second language can be beneficial to the SLI child in the acquisition of both languages. Minimalism offers a level of abstraction where these cross-language connections can most naturally be stated.
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Bricker, Victoria R. "Bilingualism in the Maya Codices and the Books of Chilam Balam." Language and Dialect in the Maya Hieroglyphic Script 3, no. 1 (June 30, 2000): 77–115. http://dx.doi.org/10.1075/wll.3.1.05bri.
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The bilingualism recently discovered in the Maya codices by Robert Wald and Alfonso Lacadena has parallels in the Colonial Maya Books of Chilam Balam, which show both linguistic and scriptural bilingualism — involving, on the one hand, the Maya and Spanish languages, and on the other, the logosyllabic and alphabetic scripts of these two cultures. The article explores the continuities and discontinuities in these language contact phenomena with respect to vocabulary, morphology, syntax, spelling conventions, style, and text format.
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Ehl, Birgit, Gunnar Bruns, and Michael Grosche. "Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities." International Journal of Bilingualism 24, no. 4 (September 28, 2019): 715–28. http://dx.doi.org/10.1177/1367006919876994.
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Purpose: As bilingual students often achieve lower scores than monolinguals in single-language vocabulary assessments, a deficit-oriented view of bilingualism is widespread in educational institutions. This study examined whether this alleged difference remains when the conceptual vocabulary scores of bilingual primary students are considered, and when home language and literacy activities are taken into account. Methods: Extensive expressive vocabulary measures were administered in both the environmental language (German) and the heritage language (Turkish) to simultaneous and sequential bilingual students, and to their monolingual peers. Their parents provided information about the frequency of home language and literacy activities. Data: The study included 302 students (5;9–10;9 years). 83 were simultaneous bilingual, 55 sequential bilingual and 164 monolingual. Comparisons on vocabulary were conducted via separate multiple regression analyses with frequency of home language and literacy activities as a control variable. Findings: In single-language vocabulary scores of the environmental language, simultaneous and sequential bilingual students scored lower than monolinguals. In contrast, and most importantly, there were no differences between either bilingual group and monolinguals with regard to conceptual vocabulary and the relationship between conceptual vocabulary and frequency of home language and literacy activities. Controlling for frequency of home language and literacy activities did not change these findings. Originality: This study compared the expressive single-language and conceptual vocabulary scores of simultaneous and sequential bilinguals with the scores of monolinguals in a large sample of primary students, for the first time additionally controlling for home language and literacy activities, with the German and Turkish languages. Implications: Because bilingual students have the same conceptual vocabulary scores as monolinguals, lower single-language vocabulary scores do not reflect a language deficiency.
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Kalashnikova, Marina, Aimee Oliveri, and Karen Mattock. "Acceptance of lexical overlap by monolingual and bilingual toddlers." International Journal of Bilingualism 23, no. 6 (October 31, 2018): 1517–30. http://dx.doi.org/10.1177/1367006918808041.
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Aims and Objectives: Mutual exclusivity refers to children’s assumption that there are one-to-one correspondences between words and their referents. It is proposed to guide the process of fast-mapping when children encounter novel words in referentially ambiguous situations. However, children are often required to suspend this default assumption and accept lexically overlapping labels, which is particularly common for bilingual children who learn multiple labels for most referents in their environment. Previous research has shown that school-aged bilinguals are more successful at learning overlapping labels than monolinguals, but the mechanisms underlying the development of this word-learning ability remain unknown. Methodology: This study investigated the ability to accept lexical overlap in monolingual and bilingual two-and-a-half-year-old children and its relation to children’s lexical competence. Children’s ability to retain two novel labels assigned to a novel referent was assessed in an interactive lexical overlap paradigm. In addition, parental inventories were used to measure children’s receptive vocabulary size and patterns of language exposure and use. Data and analysis: Data were collected from 68 (34 monolingual and 34 bilingual) children between 26 and 34 months of age. Binomial logistic regressions were used to assess the effects of children’s language background and their individual lexical competence (receptive vocabulary for monolinguals and bilinguals, and conceptual vocabulary size and degree of bilingualism for bilinguals). Findings: Results showed that vocabulary size was a significant predictor of lexical overlap performance for monolingual children, but this was not the case for bilinguals. Originality: These findings are the first to indicate that the individual linguistic experience of growing up monolingual or bilingual shapes the mechanisms that underlie the development and usage patterns of early word-learning strategies. Limitations: This study leaves open the question of what aspect of growing up bilingual leads children to develop word-learning strategies that are shaped by their linguistic experience.
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Meijers, Guust. "Woordverwerving Door Eentalige en Tweetalige Kinderen bu Engels in Het Basisonderwijs." Lexicon en taalverwerving 34 (January 1, 1989): 67–75. http://dx.doi.org/10.1075/ttwia.34.09mei.
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Since 1985 English has been an obligatory subject in the last two classes of Dutch primary schools. This fact provided an inducement to carry out an investigation to examine if balanced bilingual Turkish and Moroccan children would react differently from Dutch monolingual children to these English classes. Surprisingly research into third language learning appears to be very rare and seems to indicate on the one hand that bilingualism is not always an advantage. On the other hand research on cognitive and metalinguistic abilities of bilingual children suggests that bilinguals may benefit from having this specific learning experience. This research therefore aimed at testing the hypothesis that bilinguals would learn a third language in a different and more efficient way than monolinguals with the same IQ-level and socio-economic status. In this article a word production and a word comprehension test are discussed, which were administered to the subjects' groups after two years of learning English. The selection of subjects, a lexical analysis of textbooks and the test construction are described. The results of the two tests do not show any differences between mono- and bilinguals, which means that, with regard to vocabulary acquisition, bilingualism does not have a positive influence on learning a new language. The results of other tests (grammatical judgements, spontaneous production and word recognition) will show if this finding can be generalized to other skills.
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Masrai, Ahmed. "The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren." International Journal of Applied Linguistics and English Literature 7, no. 4 (July 1, 2018): 121. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.121.
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Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.
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Sullivan, Margot D., Yolanda Prescott, Devora Goldberg, and Ellen Bialystok. "Executive control processes in verbal and nonverbal working memory." Linguistic Approaches to Bilingualism 6, no. 1-2 (February 19, 2016): 147–70. http://dx.doi.org/10.1075/lab.15056.sul.
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Abstract Studies across the lifespan have revealed modifications in executive control (EC) from bilingualism, but studies of working memory (WM), a key aspect of EC, have produced varied results. Healthy older (M = 71.0 years) and younger participants (M = 21.1 years) who were monolingual or bilingual, performed working memory tasks that varied in their demands for EC. Tasks included a star counting task, a flanker task, and a nonverbal recent probe memory task. Bilinguals performed similarly to monolinguals on the star counting task after controlling for differences in vocabulary. Monolinguals were faster than bilinguals on the flanker task with only age group differences significant for the WM manipulation. Bilinguals were faster than monolinguals on the nonverbal recent probe memory task, particularly for the condition that included proactive interference. The interpretation is that better bilingual performance in nonverbal working memory tasks is linked to the need for executive control.
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Sorace, Antonella. "Referring expressions and executive functions in bilingualism." Linguistic Approaches to Bilingualism 6, no. 5 (July 13, 2016): 669–84. http://dx.doi.org/10.1075/lab.15055.sor.
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Abstract Recent research has shown that the bilingual experience has positive effects on non-linguistic cognition (Bialystok 2009; Costa and Sebastian-Gallés 2014) but also negative effects on language, for example on vocabulary size and lexical fluency (Pearson et al. 1993). While most of the linguistic ‘disadvantages’ of bilingualism have been discussed in the lexical domain, this question is scaled up here to the sentence level and a novel theoretical framework is proposed which explicitly connects psychological and linguistic research. It is suggested that the bilingual experience may (a) affect the reciprocal interactions between language and general cognition, and (b) modulate the relation between components of executive functions. These effects may in turn influence the processing of particular linguistic structures, such as anaphoric expressions, and lead to bilingual-monolingual differences that could be regarded as ‘disadvantages’ but are in fact the result of normal adaptive changes due to the bilingual experience. Future experimental research validating this proposal may benefit both linguistic models of anaphora resolution and psychological models of cognitive control in monolinguals and bilinguals.
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HOFF, ERIKA, CYNTHIA CORE, SILVIA PLACE, ROSARIO RUMICHE, MELISSA SEÑOR, and MARISOL PARRA. "Dual language exposure and early bilingual development." Journal of Child Language 39, no. 1 (March 22, 2011): 1–27. http://dx.doi.org/10.1017/s0305000910000759.
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ABSTRACTThe extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed.
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POULIN-DUBOIS, DIANE, OLIVIA KUZYK, JACQUELINE LEGACY, PASCAL ZESIGER, and MARGARET FRIEND. "Translation equivalents facilitate lexical access in very young bilinguals – CORRIGENDUM." Bilingualism: Language and Cognition 21, no. 4 (April 12, 2018): 880. http://dx.doi.org/10.1017/s1366728918000354.
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In this article a reference was published incorrectly. The correct reference is as follows:-Deanda, S., Hendrickson, K., Zesiger, P., Poulin-Dubois, D., & Friend, M. (2017). Lexical access in the second year: a study of monolingual and bilingual vocabulary development. Bilingualism: Language and Cognition, 21(2), 314–327.
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KLEIN, RAYMOND M. "Is there a benefit of bilingualism for executive functioning?" Bilingualism: Language and Cognition 18, no. 1 (October 22, 2014): 29–31. http://dx.doi.org/10.1017/s1366728914000613.
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Scholars and educators were once concerned that encouraging children to learn more than one language might have adverse cognitive consequences (Darcy, 1953). And for some linguistic capacities (e.g., fluency, vocabulary) this is often true (Bialystok, Craik & Luk, 2012). Unfortunately, such individual costs might discourage governmental policies that are aimed at fostering multi-lingualism, despite its widely acknowledged societal benefits. Peal & Lambert (1962) helped overcome this concern and through her “myth-dispelling” efforts and prodigious empirical output, Bialystok has pushed the pendulum of opinion in the opposite direction.
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Stolarova, M., A. A. Brielmann, C. Wolf, T. Rinker, T. Burke, and H. Baayen. "Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare." Advances in Cognitive Psychology 12, no. 3 (September 30, 2016): 130–44. http://dx.doi.org/10.5709/acp-0192-6.
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Keikhaie, Yahya, and Amirali Khoshkhoonejad. "Bilingualism and Vocabulary Learning: A Comparison between Baluchi and Persian EFL Learners." Journal of Education and Learning (EduLearn) 9, no. 3 (August 1, 2015): 183. http://dx.doi.org/10.11591/edulearn.v9i3.1767.
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Thordardottir, Elin. "Amount trumps timing in bilingual vocabulary acquisition: Effects of input in simultaneous and sequential school-age bilinguals." International Journal of Bilingualism 23, no. 1 (August 18, 2017): 236–55. http://dx.doi.org/10.1177/1367006917722418.
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Objectives: This study examined the extent to which the language performance of school-age bilingual children is impacted by the amount of language exposure they have received in each language versus the timing of this exposure in terms of the age of first exposure (AoE). Methods: Receptive and expressive vocabulary and word morphology measures were administered in both languages to school-age simultaneous and sequential learners of French (other language English), and to their monolingual counterparts. Data and analysis: The study included 64 children in first grade and 68 children in third grade in French schools in Montreal. Within each grade level, simultaneous bilinguals, sequential bilinguals, and monolinguals were equivalent in age, nonverbal cognition and socio-economic status (maternal education). Detailed information on previous language exposure was gathered by parent report. Conclusions: Simultaneous bilinguals performed somewhat better than sequential bilinguals; however both groups overall performed significantly more poorly than monolinguals. Differences in performance between simultaneous and sequential bilinguals were mediated by differences in amount, not timing, of exposure. Sequential learners in grade 1 required lower amounts of input to reach high French scores than did their simultaneous counterparts; sequential and simultaneous learners in grade 3 did not differ in this respect. This finding suggests that the recency of bilingual exposure is a significant determiner of the rate of second language learning. The amount of exposure to each language since birth predicted performance in each language of the bilingual children. Originality: Bilingual children with different AoEs were compared while also controlling for differences in amount of exposure. Significant implications: The results call into question the traditional separation between simultaneous and sequential bilinguals and shows that an early start of bilingualism does not in and of itself predict better performance or performance within the monolingual range. Better performance was more strongly related to amount than timing of exposure.
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Kaltsa, Maria, Alexandra Prentza, and Ianthi Maria Tsimpli. "Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition." International Journal of Bilingualism 24, no. 2 (January 23, 2019): 159–83. http://dx.doi.org/10.1177/1367006918819867.
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Aim:The present study examines input and literacy effects in simultaneous and sequential bilinguals with the aim of (a) investigating the differences between bilingual and monolingual populations and (b) disentangling the individual contribution of different factors in bilingual syntactic abilities.Methodology:A sentence repetition task (SRT) in Greek with eight structures (Subject Verb Object [SVO], negative clauses, clitic structures, complement clauses, coordinated sentences, adverbial clauses, wh-questions and relative clauses) was employed. All bilinguals additionally participated in a standardized expressive vocabulary task in Greek to measure their lexical ability.Data:Sixty 8–10-year-old children (20 monolingual, 20 simultaneous and 20 late sequential bilinguals) were tested.Findings:The analysis showed that (a) monolinguals outperform sequential bilinguals in sentence repetition, (b) clitic structures are highly problematic for all participants, (c) vocabulary and syntactic skills are closely related for simultaneous but not for sequential bilinguals, (d) home language practices in the early years affect SRT performance and (e) sequential bilinguals benefit from literacy practices that support syntactic skills in the language tested. Overall, we found that the effect of input overrides the effect of a traditionally categorical factor in bilingualism: age of onset (AoO) of exposure to L2.Originality:The contribution of this study includes (a) the examination of syntactic abilities in bilinguals in connection with language input early in life and at the time of testing, (b) the non-pervasive role of age of exposure to the L2 in SRT performance and (c) the role of literacy measures as key factors affecting syntactic skills in bilinguals.Implications:Quality of input and literacy in particular have been shown to affect bilingual syntactic skills, suggesting that enhancing literacy exposure as a language policy for bilinguals has a significantly positive impact on language development.
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Wallin, Jamie, and Boonsri Cheevakumjorn. "Learning English as a Second Language: Earlier is Better." JEES (Journal of English Educators Society) 5, no. 1 (March 28, 2020): 1–8. http://dx.doi.org/10.21070/jees.v5i1.349.
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This study reviews recent evidence concerning childhood bilingualism: what is the optimal age to begin learning a second language? Acquiring a first language is mainly unconscious and begins at birth. A bilingual child is one who has acquired a second language simultaneously or is acquiring a second language sequentially. Research evidence confirms that second language acquisition should begin as early as possible. It requires a holistic approach in which learners are immersed in the sounds and daily experiences of the second language, much in the same way as the first language was acquired. It is during the very early years of a child’s life that brain development is most receptive to acquiring linguistic competence in one or more additional languages. Evidence is clear that younger-age learners will have better accents and a more diversified vocabulary than those who are older. Thus, creating an immersion-like environment is essential for schools which aim to develop sequential bilinguals. Elements for successful English as a second language programmes are identified, with supporting research evidence.
HIGHLIGHTS:
When young bilinguals ‘borrow’ words from the other language could be regarded as being very resourceful, not confused.
Children from lower socioeconomic backgrounds may lack certain linguistic experiences in terms of vocabulary size, and lack of exposure to books, conversation practice, or first-hand life experiences.
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DAVIDSON, Denise, Sandra B. VANEGAS, Elizabeth HILVERT, Vanessa R. RAINEY, and Ieva MISIUNAITE. "Examination of monolingual (English) and bilingual (English/Spanish; English/Urdu) children's syntactic awareness." Journal of Child Language 46, no. 04 (March 14, 2019): 682–706. http://dx.doi.org/10.1017/s0305000919000059.
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AbstractIn this study, monolingual (English) and bilingual (English/Spanish, English/Urdu) five- and six-year-old children completed a grammaticality judgment test in order to assess their awareness of the grammaticality of two types of syntactic constructions in English: word order and gender representation. All children were better at detecting grammatically correct and incorrect word order constructions than gender constructions, regardless of language group. In fact, bilingualism per se did not impact the results as much as receptive vocabulary range. For example, children with the highest receptive vocabulary scores were more accurate in detecting incorrect word order constructions (i.e., word order violations, semantic anomalies) and incorrect gender agreement than children in the lower receptive vocabulary ranges. However, no differences were found between the ranges for ambiguous gender constructions. These results highlight the importance of receptive vocabulary ability on syntactic awareness performance, regardless of language group.
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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.
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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
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Perozzi, Joseph A. "A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children." Journal of Speech and Hearing Disorders 50, no. 4 (November 1985): 403–6. http://dx.doi.org/10.1044/jshd.5004.403.
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Three Spanish-speaking (SS) and 3 English-Speaking (ES) preschool children served as subjects. One SS subject was diagnosed as having mild language delay, 1 as being language disordered, and 1 as having normal language. One ES subject was diagnosed as having mild language delay and 2 as having normal language. A within-subject design wherein Condition A consisted of teaching receptive vocabulary in L1 (native language) followed by L2 (second language) and Condition B consisted of teaching receptive vocabulary in L2 followed by L1 was utilized. The sequence of conditions was ABBA for each subject. Analysis of each subject's trials to criterion for L2 in each condition indicated a strong tendency for recently learned receptive vocabulary in L1 to facilitate the learning of receptive vocabulary in L2. The results are interpreted as support for the practice of initial language intervention in L1 when bilingualism is a goal and for transference/facilitation theories of L2 learning.
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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.
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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
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Armon-Lotem, Sharon. "Variations in phonological working memory: The contribution of impaired representation and bilingual processing." Applied Psycholinguistics 38, no. 6 (September 28, 2017): 1305–13. http://dx.doi.org/10.1017/s014271641700025x.
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Children with bilingual typical language development (BITLD) and children with specific language impairment (SLI) present similarities in their linguistic performance (e.g., vocabulary and verb inflections). These observed similarities (Paradis 2010) have led to an influx of studies exploring the sources of these similarities and pointing to areas of disparity aiming to dissociate the effects of SLI and bilingualism in bilingual children with SLI (BISLI). The intriguing link, explored in the Pierce et al. (2017) keynote, between early language experience and the development of phonological working memory (PWM) seamlessly ties into this discussion. Bilinguals, and particularly simultaneous bilinguals, it is claimed, experience an enriched linguistic environment in early childhood that is expected to enhance their PWM. By contrast, children with SLI are claimed to have a neurocognitive impairment that negatively affects their PWM. This commentary explores, first, how both age of onset (AoO) of bilingual exposure and the neurocognitive impairment associated with SLI impact PWM and, second, how this impact might be related to the observed similarities as well as evident differences that emerge from studies comparing children with BITLD to children with SLI (monolingual and bilingual).
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RINALDI, PASQUALE, and MARIA CRISTINA CASELLI. "Language development in a bimodal bilingual child with cochlear implant: A longitudinal study." Bilingualism: Language and Cognition 17, no. 4 (March 18, 2014): 798–809. http://dx.doi.org/10.1017/s1366728913000849.
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To address the negative effects of deafness on spoken language acquisition, many clinicians suggest using cochlear implant (CI) and oral education and advise against sign language, even when combined with spoken language (i.e., bilingualism), believing that it may slow down spoken language development. In a deaf child with CI who was exposed at an early age to Italian Sign Language and spoken Italian, we evaluated language development and the relationship between the two languages. The number of words/signs produced by the child consistently increased with age, and the vocabulary growth rate in spoken Italian was equivalent to that of hearing peers. Before CI, the child relied almost exclusively on sign language; after CI, he gradually shifted to spoken Italian yet still used sign language when unable to retrieve words in spoken Italian. We conclude that bimodal bilingualism may scaffold the development of spoken language also in deaf children with CI.
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Junker, Dörte A., and Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).
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This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingual toddlers were compared with those of monolingual German- and English-speaking peers around 24 months of age using Rescorla's (1989) Language Development Survey. This vocabulary checklist, based on parental report, was used in its original English and in a German translated version. Findings revealed that bilingual toddlers were not inferior in conceptual vocabulary size and verb diversity when words in both languages were pooled. Given that nearly half of the bilingual conceptual vocabulary (43%) was associated with lexical forms in both languages, it is inferred that language separation is possible at age 2. Findings from this study contribute to the growing body of evidence that early simultaneous acquisition of more that one language is not an inherent disadvantage for the child. These findings suggest further that some existing instruments may be useful for assessing the early vocabulary of German-English bilingual toddlers.
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Rahayu, Dwi. "Bilingualism of Two Indonesian Siblings Living in Australia." Studies in English Language and Education 3, no. 2 (September 10, 2016): 112. http://dx.doi.org/10.24815/siele.v3i2.4959.
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Attitude is one of the most prominent issues in bilingualism. It becomes crucial and interesting because it is related to how speakers preserve their language to avoid language attrition and to maintain their established language competence. This study investigates the attitudes of two Indonesian siblings, a 19-year old and a 24–year old, who migrated to Australia with their parents in 2002. This study looks into their attitudes towards their Indonesian L1 after living for 11 years in Australia. An interview was conducted along with a guided questionnaire with both participants. The results revealed that their attitudes toward their Indonesian L1 are different regardless of having had the same treatments from their parents. The younger sibling seems to be more reluctant to use his Indonesian L1 and now, he has difficulties in speaking in Indonesian. Accordingly, the possibility of his partial loss of his L1 was indicated. The results further show that their different attitudes are one of the factors that foster the language loss suffered by the younger participant, especially the loss of vocabulary knowledge. The study also found some demographic factors such as the age of onset and the level of education when he started studying at an Australian school that may have influenced the difficulties that the younger participant has with production of his L1.
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Diego-Lázaro, Beatriz de, Andrea Pittman, and María Adelaida Restrepo. "Is Oral Bilingualism an Advantage for Word Learning in Children With Hearing Loss?" Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 965–78. http://dx.doi.org/10.1044/2020_jslhr-20-00487.
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Purpose The purpose of this study was to examine whether oral bilingualism could be an advantage for children with hearing loss when learning new words. Method Twenty monolingual and 13 bilingual children with hearing loss were compared with each other and with 20 monolingual and 20 bilingual children with normal hearing on receptive vocabulary and on three word-learning tasks containing nonsense words in familiar (English and Spanish) and unfamiliar (Arabic) languages. We measured word learning on the day of the training and retention the next day using an auditory recognition task. Analyses of covariance were used to compare performance on the word learning tasks by language group (monolingual vs. bilingual) and hearing status (normal hearing vs. hearing loss), controlling for age and maternal education. Results No significant differences were observed between monolingual and bilingual children with and without hearing loss in any of the word-learning task. Children with hearing loss performed more poorly than their hearing peers in Spanish word retention and Arabic word learning and retention. Conclusions Children with hearing loss who grew up being exposed to Spanish did not show higher or lower word-learning abilities than monolingual children with hearing loss exposed to English only. Therefore, oral bilingualism was neither an advantage nor a disadvantage for word learning. Hearing loss negatively affected performance in monolingual and bilingual children when learning words in languages other than English (the dominant language). Monolingual and bilingual children with hearing loss are equally at risk for word-learning difficulties and vocabulary size matters for word learning.
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Barac, Raluca, and Ellen Bialystok. "Cognitive development of bilingual children." Language Teaching 44, no. 1 (December 3, 2010): 36–54. http://dx.doi.org/10.1017/s0261444810000339.
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There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain concerned about their children's development when it includes a bilingual experience. It is now clear that although parents were correct that speaking more than one language has consequences, the assumption about the nature of these consequences is not: the outcome of the experience is in fact the opposite of what many early researchers claimed and what many contemporary parents intuitively believe. In contrast to early warnings about negative consequences, bilingualism turns out to be an experience that benefits many aspects of children's development. Although there are documented delays in acquiring some formal aspects of each language, such as vocabulary (Bialystok 2010), bilingualism has either no effect (intelligence) or positive effects (metalinguistic awareness, cognitive development) on development.
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Dianova, Ljudmila P. "Functions of Borrowed Vocabulary in Literary Texts by a Bilingual Author." Polylinguality and Transcultural Practices 18, no. 2 (December 15, 2021): 194–206. http://dx.doi.org/10.22363/2618-897x-2021-18-2-194-206.
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The article is devoted to understanding the functional range of borrowed vocabulary in the Russian-language literary text of a bilingual author. In modern science, there is an opinion that this range is limited to a specific nominative function. Moreover, there is a research position that the fact of borrowing vocabulary from an ethnic language is an indicator of interference, that is, in a broad sense, it indicates an unconscious, often erroneous, inclusion of a foreign language word in a literary text. Based on modern research in the field of literary bilingualism, we refute this thesis and strive to show that the functional load of borrowings in works of verbal creativity is very significant: lexical units with a national-cultural component play an important role in text and plot formation, have conceptual, archetypal, symbolic content, act as significators of onto-linguistic being and perform an aesthetic function.
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Shoaei, Mojtaba. "A Review of Shahriar's Persian Divan Words." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1111. http://dx.doi.org/10.17507/jltr.0706.07.
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The main objective of this study is to review the vocabulary reservoir of Shahriar's Divan linguistically. He has spent a lot of time on creating literary style. His works still maintain its artistic effects. His literary speech still interests every reader to be curious about the history of the evolution of literary form of Persian language. As this is the first study that has been done in the field of the vocabulary reservoir of Shahriar's Persian Divan, Persian Philology categories have been fully presented, the verbal and semantic characteristics of Persian vocabulary reservoir are reflected. Throughout the divan, synonyms have a distinctive feature. Other categories of words such as antonyms, kinds of figures of speech, allusions, simile, metaphor, bilingualism are of important subjects. Selection of the appropriate rhymes is evident in Divan. Shahriar's Divan has also been reviewed linguistically by studying its meaningful examples of poetry. In this study, the volumes published in 2006 have been used. Selecting proper rhymes is evident in Divan. Using antonyms creates various positions and occasions in stylistics.
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Bakoumenko, O., and O. Aleksanyan. "CREATIVE BILINGUALISM AND AUTHOR'S TRANSLATION: OBSERVATIONS| ON V. NABOKOV'S LEXICONS." East European Scientific Journal 3, no. 7(71) (August 11, 2021): 57–62. http://dx.doi.org/10.31618/essa.2782-1994.2021.3.71.102.
Full textAbstract:
The purpose of this article is to compare the “heavenly” vocabulary used in the English and Russian texts of the same work in the conditions of the author's translation from the point of view of the writer's bilingualism and the problems of the theory and practice of translation. The main part of the article is a comparative analysis of the lists of lexemes of the "sky" cluster, selected from "Speak, Memory" and «Другие берега»; the study of the syntagmatic connections of sky/небо and their synonyms that characterize the sky in two cultural and linguistic codes of Nabokov, and a comparison of the source and translated contexts containing lexemes sky/небо. The scientific value of the work consists in the fact that the original lexicographic methods of the Kursk school of linguistic folklore study are applied to the proposed empirical material for the first time: the cluster approach, methods of concordance compression and application of dictionary entries. As a result, it is proved that when switching from English to Russian, V. Nabokov departs from his own principle of literal translation.