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SALGADO, ANA CLAUDIA PETERS. "BILINGUALITY MEASUREMENT: A PROPOSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12728@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O presente estudo propõe uma metodologia para medir graus de bilingualidade. A proposta é tentar quantificar esse conceito. Considerando que o comportamento bilíngüe não deve ser descrito como um aspecto universalista ou essencialista do indivíduo bilíngüe, os conhecimentos objetivos de estatística ou de probabilidade e as metodologias formais de coletas de dados, por exemplo, não contemplam os aspectos subjetivos e contextuais de manifestações bilíngües. A ortodoxia e inflexibilidade das metodologias disponíveis não conseguem apreender a fluidez de um conceito como bilingualidade. Nossa questão é mostrar que a lógica fuzzy apresenta-se como uma possível ferramenta de medida porque leva em consideração as percepções individuais e as experiência culturais do observador/pesquisador quando este tenta definir o que constitui o fenômeno observado. A verdade de qualquer afirmação se torna uma questão de gradação. A metodologia usada foi: 1) gravação e transcrição de entrevista com indivíduos bilíngües; 2) seleção das narrativas de histórias de vida presentes nas entrevistas; 3) identificação das variáveis relevantes para a análise; 4) análise das bilingualidades dos indivíduos usando a Fuzzy Logic Toolbox do software MATLAB. As bilingualidades dos indivíduos são analisadas nos contextos familiar, social e profissional. Um aspecto importante a ser considerado é que, devido à fluidez da bilingualidade, fatores diferentes e variáveis múltiplas concorrem para configurar uma análise de manifestações de bilingüismo. Assim, conseguimos mostrar matematicamente, através do uso da lógica fuzzy, o que conhecemos com base em nossa experiência de vida: um mesmo indivíduo apresenta diferentes graus de bilingualidade em diferentes contextos sociais. Da mesma forma, comprovamos que em um mesmo contexto social, um mesmo indivíduo pode apresentar diferentes graus de bilingualidade, dependendo do estágio de vida em que se encontra.
This study proposes a methodology to evaluate degrees of bilinguality. The objective is to quantify the concept bilinguality. Considering that the bilingual behavior should not be taken as one`s universalist or essentialist aspect, objective knowledge of statistics and probability, and formal methodology of data gathering, for example, do not cope with the subjective and contextual aspects of the bilingual manifestations. The orthodoxy and inflexibility of the available methodologies can not apprehend such a fluid concept as bilinguality. The propose of this study is to present Fuzzy Logic as a possible tool to measure bilinguality for it takes into account the observer/researcher`s individual perceptions and cultural experience for defining what constitutes the observed phenomenon. The truth of any affirmation is a matter of gradation. The methodology used was: 1) recording and transcription of interviews with bilingual individuals; 2) selection of life story narratives inside these interviews; 3) identification of the relevant variables for the analysis; 4) analysis of bilinguality using Fuzzy Logic Toolbox in MATLAB. The bilinguality of the individuals is analyzed in real everyday life situations, in contexts such as: familiar, social and professional. An important aspect to be considered is that, due to the fluidity of bilinguality, different factors and multiple variables compete to set up an analysis of bilingualism manifestations. Thus, we could prove mathematically, using fuzzy logic, what we might previously know based on our life experience: one individual presents different degrees of bilinguality, depending on the moment of their life they are.
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Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.
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Chui, Hung Fun. "The Chinese linguistic codes in Hong Kong : a case of bilinguality in the classroom." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/36.
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Modirkhamene, Sima. "Possible effects of bilinguality on additional language proficiency and the academic achievement of EFL learners : findings from Iran." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843239/.
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The present research examines the possible effects of bilinguality on additional language proficiency and the academic achievement of Iranian EFL learners. This study is a longitudinal survey of 98 EFL learners in the English Language Department of Urmia University in Azerbaijan, Iran, during the 2002-2004 academic years. It compares 56 Turkish-Persian bilinguals with 42 Persian monolinguals in terms of their performance on the FCE language proficiency tests, i.e. listening comprehension, reading comprehension, writing proficiency, and speaking proficiency in three phases of data collection. The two groups were also compared with regard to their academic achievements based on their grades consulted in every phase of the study. The subjects, who fell within the age range of 18-24 years, were similar in terms of individual (e.g. linguistic background), social (socio-economic status), psychological (motivation orientations), and educational (previous exposure to other languages) orientations. Analysis of the data submitted to a series of independent t-tests indicated that bilinguals performed significantly better than monolinguals in all measures of language proficiency except for writing skill. Further analysis of the data revealed that bilinguals attained higher levels of academic achievement. The findings, therefore, appear to provide support for the argument that bilinguality may be a good predictor of success in learning additional languages, English in this case. The findings are discussed in relation to the Threshold Hypothesis (Cummins, 1976) that assumes a minimum threshold level of competence to be attained by a bilingual in his two languages to benefit from his bilinguality; and the Interdependence Hypothesis (Cummins, 1979) that posits positive cross-lingual transfer of cognitive/academic skills between the languages one knows. In other words, through evaluating the four basic language skills separately, the researcher provides evidence that: a) the findings are within the framework of these two fundamental hypotheses in research on bilingualism, and b) knowledge of two languages may not exert the same effect on every language skill as far as additional language learning is involved. This is more evident from the key findings related to the fourth hypothesis, i.e. a lack of significant difference between the two groups in terms of their writing proficiency; a finding which encourages new avenues of enquiry for those interested in issues related to bilingualism and additional language learning. An outstanding feature of this study is that it expands research into a rarely investigated cohort, namely, adult non-balanced bilinguals. Furthermore, it explores bilinguality and its possible effects on learning of English as a foreign language among EFL learners from a part of the world where there has been minimal empirical research. It brings evidence from a new sociolinguistic context with a different combination of languages (i.e. Turkish, Persian and English). The findings of the present investigation also bring a new perspectives on how bilinguality as an important learner variable affects additional language learning. The outcomes may make significant contributions to help the individuals of either language background (i.e. Turkish, Persian) to achieve gains in additional language learning.
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Mendes, Márjori Corrêa. "Aprendizado incidental de línguas e desenvolvimento de bilingualidade do aprendiz em contexto escolar." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4648.
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Os atuais processos de globalização (KUMARAVADIVELU, 2006), caracterizados principalmente pela popularização da internet no mundo, têm influenciado diretamente na maneira como entendemos e vivenciamos as mais diversas formas de contato linguístico em nossa vida cotidiana. Paradoxalmente, embora seja preciso lançar mão de diferentes práticas discursivas durante as interações diárias das quais participamos, parece que a relação língua estrangeira/escola no Brasil ainda se mostra um tanto quanto controversa. Dessa forma, torna-se imperativo pensar em novas estratégias e abordagens para o tratamento da língua estrangeira enquanto disciplina na sala de aula, a fim de que ela se alinhe às demandas dessa nova realidade na qual estamos inseridos. Para isso, porém, faz-se necessário abandonar a ideia de que o aprendiz precisa ser “proficiente” em uma língua e concentrar esforços em torná-lo capaz de (inter)agir dentro dos contextos nos quais transita – exercendo, portanto, o que chamaríamos de bilingualidade (SALGADO, 2008). Acreditamos, neste trabalho, que tal desenvolvimento pode ser potencializado por uma educação bilíngue de orientação dinâmica (GARCÍA, 2009), desde as séries iniciais da escolarização, caracterizada pelo foco no aprendiz e pela potencialização de interações ditas incidentais dentro de sala de aula, i.e., interações cujo foco se distancia do foco da aula em determinado espaço de tempo e, dessa forma, proporciona ao aprendiz oportunidades de aprendizado não previstas pelo professor. Esta dissertação se baseia num processo de descrição de estratégias de desenvolvimento da bilingualidade de aprendizes inseridos em contextos escolares através do aprendizado incidental (KERKA, 2000; VAZQUEZ, 2014; GRIM-FEINBERG, 2015). De forma mais específica, procuramos discutir também: i) quais são os desdobramentos de se ter o aprendiz como centro do processo de aprendizagem; ii) como fomentar o aprendizado incidental dentro do contexto escolar; e iii) a importância de se desenvolver a agentividade dos aprendizes em seus processos de construção de conhecimento. Para tanto, foram analisados documentos (a saber, notas expandidas, vídeos e relatórios) produzidos a partir de dois contextos, nos quais crianças aprendizes de inglês começaram sua exposição à língua inglesa na faixa etária dos 03 aos 08 anos e tiveram suas aulas elaboradas e executadas a partir desta concepção de educação bilíngue. A fim de entender como se dava este processo, as interações documentadas foram mapeadas em três categorias: interações do tipo aprendiz-aprendiz, aprendiz-contexto e aprendizprofessor. A análise destes dados aponta para o fato de que: i) além da bilingualidade foi possível notar o desenvolvimento de outras habilidades nos aprendizes, como suas práticas de letramento na língua estrangeira em questão; ii) apesar das peculiaridades de cada contexto, os aprendizes se mostraram muito engajados e disponíveis às aulas, o que contribuiu significativamente para o seu desenvolvimento lingüístico; e iii) o aprendizado incidental se configura, de fato, como uma importante ferramenta no processo de desenvolvimento da bilingualidade dos aprendizes inseridos em contexto escolar, e recomenda-se, portanto, que seja fomentado através das abordagens metodológicas escolhidas por cada instituição.
The ongoing process of globalization (KUMARAVADIVELU, 2006), characterized mainly by the popularization of the internet around the world has been influencing directly the way we understand and live experiences involving language contact in our everyday life. Paradoxically, although we need to use different discursive practices while interacting with others, it seems that the relation between foreign language and schools in Brazil is still controversial. Thus, it is extremely important to think about new strategies and approaches to work with foreign language as a discipline inside the classroom in order to make it closer to our reality. It is necessary, though, to change the idea that the learner needs to be “proficient” in a language and focus on make them capable of (inter)act in the contexts they belong to – using what we would call bilinguality (SALGADO, 2008). This paper proposes that such development might be encouraged by a bilingual education setting with dynamic orientation (GARCIA, 2009) since the beginning schooling. The focus should be on the learner and the potentiation of interactions called incidental in the classroom - what means interactions in which the main goal is not the goal of the class and because of that it presents to the learner opportunities of learning that could not be predicted by the teacher when preparing the class. Thus, this work aims to describe and analyze strategies of development of bilinguality of learners in school settings through incidental learning (KERKA, 2000; VAZQUEZ et al., 2014; GRIM-FEINBERG, 2015). More specifically, it also discuss 1) the consequences of having the learner as the focus of the learning process; 2) how to foster incidental learning in the classroom and 3) the importance of developing the agency of the learners in their process of building their knowledge. For doing so, it was analyzed the documentation (for the records, expanded notes, videos and reports) produced from two different contexts in which children learning a foreign language had classes elaborated and applied in this model of bilingual education. To understand how the process worked, the interactions documented were divided in three categories: interactions learner-learner, interactions learner-context and interactions learner-teacher. The analysis of the data suggests that 1) besides the development of bilinguality in these learners, it was possible to notice the development of other skills, such as their literacy in the foreign language; 2) even considering the specificities of both contexts, the learners seemed to be engaged and available to the classes, what contributed significantly to their linguistic development and 3) the incidental learning seems to be an important tool in the process of developing the bilinguality of the learners inside school settings and it is advised to be fostered though the methodological approaches chosen by each institution.
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Carlos, Neto Marcionilo Euro. "Bilinguismo e bilingualidade: análise de redes sociais em uma comunidade japonesa na cidade do Rio de Janeiro." Niterói, 2017. https://app.uff.br/riuff/handle/1/3417.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O presente trabalho investiga uma comunidade japonesa situada na cidade do Rio de Janeiro dentro da perspectiva de línguas em contato num contexto de imigração bilíngue/multilíngue. Como proposta de investigação, levamos em conta o dinamismo das situações de bilinguismo, destacando a importância de estudá-las num contexto social que apresenta-se eminentemente mutável. Propomo-nos a pesquisar 15 nikkeis pertencentes à 3 redes sociais identificadas na Associação Nikkei do Rio de Janeiro, pormenorizando os estágios de bilingualidade desses sujeitos no momento atual de suas vidas. Com essa finalidade, lançamos mão dos conceitos de bilinguismo e bilingualidade nos termos de Savedra (1994-2009) que define aquele como a situação em que há o uso compartilhado de mais de uma língua num determinado domínio comunicativo e, esse, como os diferentes estágios de bilinguismo que os indivíduos bilíngues transpassam em sua vida. Para analisarmos os estágios de bilingualidade dos participantes de nossa investigação, identificamos o contexto de aquisição de línguas, bem como o uso funcional variado por ambientes comunicativos (familiar, social, profissional, específico de uso na Associação Nikkei e escolar) de todos os 15 informantes. Nossa pesquisa é descritiva, de caráter qualitativo na qual utilizamos o método de identificação de redes sociais, aplicação de questionário sociolinguístico e, também, anotações em diário de campo para destacarmos, através das observações realizadas na Associação supracitada, as informações relevantes ao nosso estudo. Como resultado, podemos salientar a fluidez tangível da maioria das situações de uso das línguas investigadas, levando-nos a solidificar as conclusões de Savedra (op. cit.) em suas investigações que atesta, de maneira evidente, o caráter relativo que define o fenômeno do bilinguismo, como também confirma que a condição bilíngue é instável, sendo modificada pelo contexto de aquisição de línguas e pelos domínios de uso linguístico em diferentes ambientes comunicativos. Em nossa pesquisa, o domínio de uso funcional linguístico por ambientes comunicativos mostrou-se mais determinador da fluidez de uso das línguas em questão (português e japonês) nos indivíduos investigados. Contudo, não podemos descartar o contexto de aquisição das línguas como um fator relevante para a determinação da dominância de utilização de uma língua em relação à outra no momento atual de uso na vida dos falantes investigados
This study investigates a Japanese community located in Rio de Janeiro city within the language contact perspective in a bilingual / multilingual immigration context. As research aim, we take into account the dynamics of bilingualism situations, highlighting the importance of studying them in a social context that presents itself eminently changeable. We propose to search 15 Nikkei who belong to three social networks identified in the Nikkei Association of Rio de Janeiro (Rio Nikkei), detailing these subjects’ bilinguality stages at the present moment of their lives. For this purpose, we used the bilingualism and bilinguality concepts in Savedra’s terms (1994-2009) who defines the first one as the situation in which there is a shared use of more than one language in a certain communicative domain, and the second one, as the different stages of bilingualism in which bilingual individuals trespass in their life. In order to analyze the participants’ bilinguality stages, we have identified the context of language acquisition as well as the varied functional use by communicative environments (familiar, social, professional, Nikkei Association specific use and scholar) of each one of the studied informants. Our research is descriptive, characteristically qualitative in which we use the social networks identification method, sociolinguistic survey application and daily notes to stand out, through the observations made in the aforementioned Association, the relevant information to our study. As a result, we can point out the tangible fluidity of the majority of use cases in the investigated languages. The results lead us to solidify the Savedra’s findings (op. Cit.) which proves the relative character that defines the bilingualism phenomenon. Besides, the results also confirms the fact that bilingual condition is unstable and it modifies itself by the context of language acquisition and by the language use domains in different communicative environments. In our research, the linguistic functional use domain by communicative environments was more significant to determine the languages use fluidity (Portuguese and Japanese) in the investigated individuals. However, we cannot rule out the context of language acquisition as a relevant factor in determining one language use dominance over the other one in the investigated speakers’ current life
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Barr, Regina L. "Sociolinguistics and Bilingualism." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549.
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Bäckström, Elin. "Affective Emotions and Bilingualism." Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6659.
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This essay deals with bilingualism and how affectionate feelings are expressed. There seems to be a difference in meaning between the English phrase I love you and the corresponding Swedish jag älskar dig, where the English phrase is used more frequently and casually than the Swedish phrase. In this paper, affective emotions in Swedish-English bilingualism is examined on two levels: 1) the expression of affectionate feelings in general and 2) the translatability and meaning of I love you and jag älskar dig.
A qualitative study, with the purpose to investigate how two groups of Swedish-English bilinguals experience meaning and translatability in their affective repertoires, was carried out. 25 people participated in the study, of whom those in the first group are L1 speakers of English who have acquired Swedish as a second language, and those in the second are L1 speakers of both English and Swedish with at least one parent from an English-speaking country. The results of the study were compared with results derived from previous research on language and emotion and bilingualism. Furthermore, a few professional translators were interviewed about the translatability of I love you and jag älskar dig.
The results from the study show a tendency for late learners of Swedish to use English rather than Swedish when expressing affection, while the childhood bilinguals of both Swedish and English show a general preference for Swedish. However, respondents show a high degree of accommodation; they choose their language based on the L1 or preferred language of the interlocutor. A vast majority in both groups reported experiencing feelings of affection to be expressed differently in their English-speaking culture compared to the Swedish culture. A majority of respondents in the first group do not experience a difference in meaning between I love you and jag älskar dig, while a majority in the second group, with both Swedish and English as L1, do. The results from the study cannot be claimed to account for more than the experiences and opinions of the 25 respondents, but correspond with previous research results within the fields of language and emotion and bilingualism.
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Roberts, Sean Geraint. "Evolutionary approach to bilingualism." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7995.
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The ability to learn multiple languages simultaneously is a fundamental human linguistic capacity. Yet there has been little attempt to explain this in evolutionary terms. Perhaps one reason for this lack of attention is the idea that monolingualism is the default, most basic state and so needs to be explained before considering bilingualism. When thinking about bilingualism in this light, a paradox appears: Intuitively, learning two languages is harder than learning one, yet bilingualism is prevalent in the world. Previous explanations for linguistic diversity involve appeals to adaptation for group resistance to freeriders. However, the first statement of the paradox is a property of individuals, while the second part is a property of populations. This thesis shows that the properties of cultural transmission mean that the link between individual learning and population-level phenomena can be complex. A simple Bayesian model shows that just because learning one language is easier than two, it doesn't mean that monolingualism will be the most prevalent property of populations. Although this appears to resolve the paradox, by building models of bilingual language evolution the complexity of the problem is revealed. A bilingual is typically defined as an individual with "native-like control of two languages" (Bloomfield, 1933, p. 56), but how do we define a native speaker? How do we measure proficiency? How do we define a language? How can we draw boundaries between languages that are changing over large timescales and spoken by populations with dynamic structures? This thesis argues that there is no psychological reality to the concept of discrete, monolithic, static `languages' - they are epiphenomena that emerge from the way individuals use low-level linguistic features. Furthermore, dynamic social structures are what drives levels of bilingualism. This leads to a concrete definition of bilingualism: The amount of linguistic optionality that is conditioned on social variables. However, integrating continuous variation and dynamic social structures into existing top-down models is difficult because many make monolingual assumptions. Subsequently, introducing bilingualism into these models makes them qualitatively more complicated. The assumptions that are valid for studying the general processes of cultural transmission may not be suitable for asking questions about bilingualism. I present a bottom-up model that is specifically designed to address the bilingual paradox. In this model, individuals have a general learning mechanism that conditions linguistic variation on semantic variables and social variables such as the identity of the speaker. If speaker identity is an important conditioning factor, then `bilingualism' emerges. The mechanism required to learn one language in this model can also learn multiple languages. This suggests that the bilingual paradox derives from focussing on the wrong kind of question. Rather than having to explain the ability to learn multiple languages simultaneously as an adaptation, we should be asking how and why humans developed a flexible language learning mechanism. This argument coincides with a move in the field of bilingualism away from asking `how are monolinguals and bilinguals different?' to `how does the distribution of variation affect the way children learn?'. In this case, while studies of language evolution look at how learning biases affect linguistic variation, studies of bilingualism look at how linguistic variation affects learning biases. I suggest that the two fields have a lot to offer each other.
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Ibrahim, Anna. "Bilingualism in translation tasks." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6251/.
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Trites, Monique Marie Gabrielle. "Bilingualism and reasoning ability." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26619.
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The purposes of the present study were (1) to investigate relationships between levels of verbal and non verbal reasoning ability and second language acquisition and (2) to examine the concurrent validity of the Test Of Nonverbal Intelligence (TONI) using the WISC-R and the Children's Word Finding Test as criteria and to verify the equivalence of the two forms of the TONI.
The present study was conducted because of the controversy that exists in the literature, over the relationship between bilingualism and cognitive ability. While previous research used "general intelligence" tests to investigate differences between unilinguals and bilinguals, the present study examined a more precise construct: verbal and non-verbal reasoning ability in Grade 3 French Immersion students as compared to Grade 3 Non French Immersion Students.
All students came from homes in which English was the only language spoken, had been continuously enrolled from kindergarten through the end of Grade 3 in their current academic programs, and were not attending Learning Assistance centers. The two groups came from families with high socioeconomic status.
An analysis of variance was used to compare the two groups on the WISC-R, the TONI and the Children's Word Finding Test. Correlations between scores on the three tests were calculated to verify the level of equivalence of the two forms of the TONI, and of the validity of the TONI concurrently with the WISC-R and with the Children's Word Finding Test.
The French Immersion group scored higher than the Non-French Immersion group on the TONI -A (p = .07) and the Children's Word Finding Test (p = .10) and significantly higher on the Performance Scale and Full Scale of the WISC-R. After controlling for variability on cognitive ability levels (WISC-R), the French Immersion group still scored higher than the Non-French Immersion group on the TONI A and the Children's Word Finding Test (p = .09).
The TONI correlated poorly with the WISC-R, as well as with the Children's Word Finding Test. The low correlation of the TONI with the WISC-R was explained by the difference in the range of the age interval of the norms of each test.
The coefficient of equivalence of the two forms of the TONI was significantly lower than that reported by the authors of the technical manual. Furthermore, an order effect was found for both French Immersion and Non-French Immersion groups, when the Form A of the TONI was administered first (This was not however, the case when the Form B of the TONI was administered first). When the TONI A was given first the correlation between the scores of the TONI A and TONI B was high for the French Immersion group but not for the Non-French Immersion group.
It was concluded that although interpretation of the results is confounded by possible initial differences between groups, the French Immersion group demonstrated a tendency towards better verbal and non-verbal inductive and deductive reasoning ability (p = .09). Further, it was concluded that the two forms of the TONI are not equivalent and that there is an order effect when TONI A is administered first, but not when TONI B is administered first. Further research is needed on this test before it can be considered a reliable substitute for the WISC-R.Education, Faculty of
Graduate
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Maltais, Cathy Florence. "Bilingualism in the Canadian federal public service : the value of the bilingualism bonus." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3024217/.
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This study aims to investigate if the bilingualism bonus is a motivating factor for usage or acquisition of a second official language in the Canadian federal public service and also to investigate whether the bilingualism bonus plays a role in increasing the level of bilingualism in the public service or not. This was an action research based study in which mixed methods were utilised to collect data, including a survey of public servants. The study found that the bilingualism bonus does not perform the intended role of the bonus, which is to motivate employees to use or acquire their second official language. The study also shows that the bilingualism bonus does not play a role in increasing bilingualism in the public service as a whole. In applying the expectancy theory model, it was found that the reason the bonus does not motivate employees to learn and/or use their second official language is because some of the values in the expectancy equation are nil, therefore motivation is nil.
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Jones, Karen. "Marketing communications and bilingualism : the impact of bilingualism on consumers' response to marketing messages." Thesis, Bangor University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568764.
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Marketing communication focuses on employing strategies that appeal to its target audience and messages must identify the target audience and communicate in ways that appeal to its needs and expectations to be effective (Palmer 2009). However, targeting consumers with marketing messages in English regardless of cultural heritage and native language continues (Puntoni et al. 2009). Whilst language policies influence the public sector to target Welsh consumers with bilingual messages, the private sector continue to convey predominately-English messages. In contrast, faced with the same challenge, all commercial businesses try to stand out from their competitors (Bhargava 2008). Further, the number of Welsh first language speakers living in Wales is on the increase (Welsh Language Board, 2003). Therefore, contemporary marketing communication calls for marketing messages that appeal to a wider Welsh bilingual market. This thesis investigates the impact bilingual marketing stimuli has on comprehension, attitudes, and resulting behaviour of Welsh consumers. A large scale, holistic research approach was utilised in the study, mutually supported by a deductive and inductive mixed method design to produce robust data. This strengthens any weakness in the methods, as one compensated for the other (Fulcher and Scott 2007), thus cancelling out any limitations (Milliken 2001). A non-probability sampling method was adopted that would positively identify the target audience fitting the language criteria. Choosing a non-parametric route to the method of analysis is in light of non- probability sampling in addition to limitations in sample size and unknown normality of distribution. The e-Prime software application suite creates all the computerised experiment designs. The quantitative data was analysed using the statistical package for social science (SPSS), whilst using qualitative data, the content was analysed and thematic techniques used to uncover themes. Contributing data interpretation drawn from small samples acts as a platform for designing the confirmatory survey aimed at strengthening validity and reliability. The findings draw on narratives and statistical significant correlations in bilingual qualities of consumers that focus on the assumption that Welsh products are associated with quality goods that are higher in price. A strong sense of passion and pride for the Welsh language's development emerges from the analysis that has the potential to offer a lucrative business growth opportunity for local businesses. However, the additional costs of producing bilingual marketing messages are unjustified whilst consumer comprehension gaps in the Welsh language exist. From the analysis and discussions, the development of two distinctive framework models will assist businesses in directing contemporary marketing communications at specifically targeted audiences based on language proficiency and its motivational appeal. In addition, having to attend to only one academic level of Welsh, this adds to the comprehension gap problem making it difficult for creating marketing communications that challenge the comprehension gap. Commercial competitive advantages are difficult to achieve when language level variations are restricted in their use to segment the market to beat the competition. Support for a variation of language levels for businesses to use that target consumer groups within each comprehension level offer businesses more scope to adopt cost effective strategies that offer competitive advantages. Future proposed research directions include use of language proficiency as a tool to segment the bilingual market and, in doing so, test the effectiveness of marketing messages designed to identify with each target market. Also, there is opportunity to explore the impact such marketing messages may have on those not specifically targeted (non- Welsh speakers) as well as the effects of their appeal on the tourist trade.
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Banos, Smith Helen. "Phonological awareness, literacy and bilingualism." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343434.
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Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.
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Stilwell, Becca L. "Bilingualism and language in older adults." Thesis, Bangor University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574548.
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This thesis comprises three distinct sections. Firstly a literature review is presented which explores the available evidence of language changes in bilingual individuals with Alzheimer's Disease (AD). The theoretical models presented are drawn from models based on healthy bilingual individuals, with hypotheses about how such models may be affected by AD. The quantitative papers are limited by being descriptive rather than theoretically driven, and the papers explored share similar methodological limitations in terms of being, and in terms of defining and selecting bilingual samples that share the key characteristics, and using suitable stimuli. The conclusions drawn are that both languages are affected by AD, with mixed tentative suggestions that the dominant language is more affected than the non dominant language, and that both languages are affected equally by. AD. The empirical study presents findings of an experimental study exploring verbal recall in Welsh/English bilingual older adults. A within subject analysis identified that bilingual individuals recalled significantly more Welsh words than English words. In addition, bilingual individuals mean recall for recall of English words on a standardised measure was not significantly different to the monolingual norms identified. Conclusions drawn were that in clinical practice English language norms are applicable to a Welsh/English bilingual population. In essence tentative recommendations can be made regards using established English language assessments with Welsh/English older adults but caution is required when generalizing across varied populations.
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Ocampo, Dina. "Effects of bilingualism on literacy development." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/2817/.
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This thesis comprised an investigation of literacy development and literacy difficulties in the context of bilingualism involving 479s ix to thirteen year old children bilingual in two languages The children in this study were required to learn literacy in two writing systems namely Filipino and English.' Me context of concurrent earning and a bilingual background provided a unique context for studying biliteracy development and difficulties. Additionally variations in the orthographio complexity between e two scripts( Filipino is transparent, whilst English is complex) allowed an assessment of current cross-language perspective ins literacy difficulties. The main aim of the research was to investigate cognitive and linguistic factors that are related to literacy difficulties in a bilingual population. This was achieved via two additional ims:i e, to understand the development of, and the skills involved in , literacy acquisition. This required assessment of the impact of processes within and between the languages of literacy. 'Me results in dicate that the predominant theories on literacy developmengte nerated on the basiso f monolingual English-speaking cohortd o not explain literacyp rocesses amongt he bilingual-biliterate children in this study. Although predictions base do n these theories found some support in the English based data, the were inconsistent with the data produced by the same children in Filipino. The second main conclusion asserttsh at the central processing hypothesis and the script dependent hypothesis are complementary explanations of bilingual reading. Although development seems to progressa t different rates underlyings kills in literacys how a high degree of crosslanguage interdependence Finally, in examining literacy difficulties a mongth e children in this study, it was found that group c omparisondsi d not provides ufficientb asisto characterise ingle word literacy difficulties Howevert he analysiys of single cases indicated different manifestations of literacy difficulties across the two languages These findings1 )indicate that illiteracy resents a fundamentally different context in which to investigate and assess literacy difficulties2, ) highlight the importance of assessments in all languages of literacy and3 ) demonstrate the need to assesm sore than single word processing deficits, particularly when dealing with a highly transparent writing system.
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Jha, Shailjanand. "Language maintenance and bilingualism in Darbhanga." Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358195.
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Roch, Natalie Tina. "Bilingualism and cognition : an ERP approach." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/bilingualism-and-cognition--an-erp-approach(72bb4d3e-7100-4a99-9e37-b706528cd591).html.
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The topic of bilingualism and cognition has been well debated in recent years, particularly in relation to cognitive gains as a consequence of speaking multiple languages. There is a long established belief that the experience of learning a second language, be it simultaneously with another from birth or later in childhood/early adulthood, leads to advantages in executive functioning (Bialystok, 2005). However, it has also been proposed that the cognitive advantages seen previously in studies with bilingual populations are not clear cut and that other factors may be influencing the results (Gathercole et al., 2014; Hilchey and Klein, 2011; Paap and Greenberg, 2013). The studies presented in this thesis addressed bilingualism and its effects on cognition in both infant and young adult participants taken from the North Wales area and the Bangor University student population. The infant study addressed semantic priming and working memory, and the young adult studies addressed response inhibition and suppression. The results of these studies proved inconclusive and suggest that the topic of bilingualism and cognition is a complex one. There are many factors that need to be considered and controlled in future studies with bilingual populations including age of acquisition, amount of exposure, language dominance, socioeconomic status, proficiency, and general intelligence. The experience of acquiring multiple languages places demands on cognitive load, which perhaps in turn results in advantages on tasks requiring executive functioning. These advantages may also be gained from other experiences that place demands on cognitive load such as musical training, video gaming, and dancing. Experiences shape the brain and the process of unraveling which experiences lead to these changes is a multifaceted process that needs to be prudently approached.
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Ramírez, Martínez Marta, and Martínez Marta Ramírez. "Velar Palatalization: Catalan, Spanish and Bilingualism." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624564.
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The present investigation examines the process of velar palatalization, a feature of Catalan, as seen in the Catalan and in the Spanish of the bilingual speech community of Majorca, Spain. Velar palatalization involves a change in a velar consonant’s place of articulation from velar to palatal; that is, /k, g/ acquire a secondary palatal articulation or acquire a completely new place of articulation. Velar palatalization usually occurs before /i, e, ɛ/ due to coarticulation. Some languages, however, also present this feature before /a, ə/ and word-finally. This is the case of certain dialects of Majorcan Catalan. Traditional descriptions have observed (a) the presence of velar palatalization before front vowels in all dialects of Majorcan Catalan (non-palatalizing area), and (b) the presence of velar palatalization also before /a, ə/, and word-finally only in certain areas of Majorca (palatalizing area). The aims of this dissertation are threefold. The first aim is to provide acoustic data for /k/ in the Catalan spoken in the traditionally palatalizing area, taking as an example the dialect of Manacor, a town of 43,000 inhabitants on the southeastern area of Majorca; and in the Catalan spoken in the non-palatalizing area, taking as an example the dialect of Artà, a town of 7,400 inhabitants on the northeastern coast of Majorca. Providing acoustic data for this contrast is relevant because it has only been documented through descriptive observations. Secondly, my dissertation analyzes vowel /a/ in the Catalan spoken in the two areas. It has been suggested that velar palatalization before /a/ can occur in languages in which /a/ is especially fronted (e.g. French). A comparison of /a/ production from both areas can provide clues regarding the relationship between the process of /k/ palatalization and /a/ fronting (i.e., if /a/ is equally fronted for both areas but there is a palatalization distinction, this could be interpreted as evidence that /a/-fronting triggered /k/-palatalization for the palatalizing area). The third aim of this dissertation is related to societal bilingualism. In situations of language contact, it is not unusual for cross-linguistic transfer to occur; that is, it is common for a bilingual’s language A to affect the perception and production of this bilingual’s language B speech sounds. In particular, this dissertation examines whether velar palatalization, for the individuals that prove to manifest it in their Catalan, is transferred from their first to their second language. The results suggest, first, that there exists, in fact, a difference in the distribution of the process of velar palatalization between the two communities and, importantly, that the process of velar palatalization has been phonologized for the speakers of the palatalizing area. Secondly, the findings suggest that the processes of velar palatalization and /a/-fronting might have stemmed from a relationship of mutual influence in its inception. Finally, there is no evidence of phonological transfer of the process of velar palatalization from dominant to non-dominant speech. The implications of these findings to theories of phonologization as well as of consecutive bilingualism are discussed.
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Da, Silveira Yvonne Irma. "Développement de la bilingualité chez l'élève fon de Cotonou." Doctoral thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29277.
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Baker, Christine M. "Effects of bilingualism on working memory ability." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522557.
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Much evidence exists in support of the notion known as a bilingual advantage, the idea that some bilinguals benefit from an executive functioning system superior to monolinguals. The majority of research investigating the bilingual advantage lies in metalinguistic awareness, conflict resolution, and inhibition; however, this thesis examines working-memory abilities by comparing the performance of English monolingual and Spanish-English bilingual groups in a dual task paradigm, taxing lexical retrieval and memory maintenance and manipulation. Participants were asked to perform a lexical retrieval task eliciting high-frequency abstract nouns or adjectives while simultaneously memorizing an accumulating list of target abstract words to be later recalled. Although no difference in immediate recall between language groups was found, bilinguals remembered significantly more target words 5 days after testing. Evidence suggests that bilinguals may build new memory representations that are more resistant to decay than monolingual memory representations.
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Brannick, Peter James. "Bilingualism in Bolzano-Bozen : a nexus analysis." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6683/.
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This study is about discourses of bilingualism in Bolzano-Bozen, Italy, and what they reveal about language, identity, hegemony and the production of social space. The theoretical and methodological framework I use is Nexus Analysis and Geosemiotics: approaches developed by Scollon and Wong Scollon (2004 and 2003, respectively). These approaches have revealed how and why place names, their public placement, Fascist-era monuments and bilingual education maintained a constant presence, under broader discourses on bilingualism, during the research period. Nexus Analysis focuses on social action and Geosemiotics pays meticulous attention to fundamental aspects of signs, including where they are in the material world, and how social actors interact with them. This has led to an investigation of the historical past, and how this is represented, understood and indexed in the present by those who align (or not) to ideologies of language and nation. In the complex multilingual context of this study, this approach has revealed how such ideologies are mobilized to contest ownership of geographic place and to make social space. I have traced discourses across disparate discursive genres, to reveal the complex interrelationships between language and other social semiotic data in discourses on bilingualism in Bolzano-Bozen through time, and across space.
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Sosso, Dorine. "Equality Beyond Translation: Societal Bilingualism in Cameroon." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40402.
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Researchers are increasingly drawn to the study of societal bilingualism (or multilingualism), which is the study of the specific nature of bilingualism practiced by a nation, state, province or territory. Such studies seek to identify the institutions and legal frameworks put in place to regulate and reproduce bilingualism, as well as to understand groups which practice bilingualism. Drawing on a descriptive approach that flows from a sociological model of critical theory and conflict theory, this study is based on societal bilingualism in Cameroon, the only other country in the world, apart from Canada, that has both English and French as its only official languages. Cameroon is also one of the few African countries that do not have a local language as an official language. Acknowledging the central role of texts and their analysis in understanding social practices, this case study is carried out using critical document analysis to examine previous research, mass media products, government reports, historical data and information, laws, orders, press releases and speeches to uncover the precise nature of official language bilingualism in Cameroon. The study offers insights into the relevant historical and language background against which a critical discussion on official language bilingualism and an analysis of the legal frameworks and institutions set up to regulate and reproduce this bilingualism can be carried out. Attention is given to translation policies and to the most recent measures taken to foster State bilingualism in Cameroon. Indeed, official language bilingualism has been heavily predicated on translation, its institutions and legal framework. This timely case study traces the nation’s failure, as witnessed by the current situation of unrest, to successfully implement, mainly through translation, an official language bilingualism policy that grants equal status to English and French across the national territory. This research concludes that an alternative solution would be to introduce bilingual education as well, particularly from the nursery and elementary school levels, given that, for a long time now, Cameroon has had early simultaneous bilinguals who speak both English and French before they attain school age. A brief comparison between the context of official language bilingualism within the educational system in Cameroon and in Canada highlights the fact that Cameroon has the potential to establish one of the strongest forms of bilingual education in the world.
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Stairs, William J. "The Conservative Party and bilingualism 1967-1976." Master's thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29219.
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Malfarà, Marianna. "Analysing and disproving misconceptions about early bilingualism." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23675/.
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The inaccurate conclusions reached through earlier studies on bilingualism have heavily contributed to the establishment of myths and misconceptions, impacting people’s perception of the topic up to present day. In fact, although bilingualism is quickly becoming the new norm, some parents and even professionals may still show signs of hesitance when deciding to raise children bilingually. Through the analysis of research on bilingualism and how it has evolved over the last century it is possible to trace some of the misinformation back to methodological errors in data collection. Poor knowledge of the topic and failure to account for crucial variables have deflected from the potential benefits of bilingualism. However, as more recent research abides by specific criteria, new social and cognitive advantages are being discovered, like the delay of dementia as a consequence of aging.
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Oliveira, Renata Alves de. "Programa Escolas Bilingues de Fronteira : das generalizações do documento às especificidades da fronteira entre Foz do Iguaçu e Puerto Iguazu." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/5738.
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Previous issue date: 2011-10-27The purpose of this research comes from the interest in studying the Bilingual Border Schools Program PEBF, which aim is to promote the teacher s exchange between Brazil and Argentina, to teach Portuguese to Argentinean children and Spanish to Brazilian children in the border communities. Thus, was made an interpretative analysis of the document entitled Bilingual Border Schools Program Model of common teaching in border schools, from the development of a program for the intercultural education, emphasizing the Portuguese and Spanish teaching, established by the Ministry of Education, Science and Technology of Argentina (MECyT) and Ministry of Education of Brazil (MEC) and published in March, 2008, intending to investigate the generalization employed by the premise that Argentinean children show a reasonable level of Bilingualism , seemed that they understand the Portuguese well, on the other hand, the majority of Brazilian children is highly monolingual . Therefore, was tried to make a reflexive revaluation about the PEBF participant children s bilingualism development, having as a direction the conception of the program participant teachers reported on this document trying to comprehend how the children are represented in the official regulation of the program. After that, external data was collected in the pair-schools CAIC Adele Zanotto e Escuela Bilíngue n° 2 which belong to Foz do Iguaçu City PR in Brazil and Puerto Iguazu, Misiones in Argentina, respectively, with the intention of verify whether the document generalization is applicable to project participants from this region, which has distinct geographical formation than others twin cities of the program. At first, was realised that the definition of bilingualism isn t concrete enough and the Program development context shows characteristics very peculiar that must be considered for doesn t make much of a community in detriment to other based on apparent data. It was possible comprehend that the generalization in respect of the differences in the bilinguality levels of Brazilian and Argentineans students is not totally applicable to the students of the project in the Foz do Iguaçu and Puerto Iguazu area, once that all students, Brazilian and Argentinean, were evaluated by the same way, and the school community content from each country is historically composed differently. It was observed ,too, that the teachers reproduce the document speech, confirming the data that the Argentinean children develop the bilinguality easier due to a higher exposure to Portuguese, while Brazilian children are less exposed to Spanish, because of fluvial border between Foz do Iguaçu and Puerto Iguazu as well as a series of socioeconomic influences which aggregate bigger prestige to Portuguese in this area, revealing a adverse context for the bilinguality development for the Brazilian students. Hence, it was found that the social duty of languages in the Brazilian and Argentinean communities interferes directly on the participants performance of the project and, consequently, enforces the children s representation showed by documentation published in 2008.
A proposta desta investigação advém do interesse em estudar o Programa Escolas Bilíngues de Fronteira PEBF, cujo propósito é promover o intercâmbio de professores do Brasil e da Argentina, para ensinar português para crianças argentinas e espanhol para crianças brasileiras nas comunidades fronteiriças. Deste modo, foi realizada uma análise interpretativa do documento intitulado Programa Escolas Bilíngues de Fronteira Modelo de ensino comum em escolas de zona de fronteira, a partir do desenvolvimento de um programa para a educação intercultural, com ênfase no ensino do português e do espanhol, instituído pelo Ministério da Educación, Ciencia y Tecnología da Argentina (MECyT) e pelo Ministério da Educação (MEC) do Brasil e publicado em março de 2008, a fim de investigar a generalização empregada pela premissa de que as crianças argentinas apresentam um nível razoável de Bilinguismo , visto que entendem bem o português e, em contrapartida, a maioria das crianças brasileiras é grandemente monolíngüe . Nesse intento, buscou-se fazer uma reavaliação reflexiva sobre o desenvolvimento do bilinguismo e/ou da bilinguidade das crianças participantes PEBF, tendo como direcionamento a concepção dos professores participantes do programa inscrita nesse registro para tentar compreender o modo como as crianças estão representadas no regulamento oficial do programa. Em seguida, foram coletados dados externos conferidos às escolas-pares CAIC Adele Zanotto e Escuela Bilíngue nº 2 que pertencem aos municípios de Foz do Iguaçu PR no Brasil e Puerto Iguazu, Misiones na Argentina, respectivamente, com o intuito de verificar se a generalização do documento é aplicável à clientela participante do projeto nesta região, que tem uma formação geográfica distinta de outras cidades gêmeas do programa. A princípio, notou-se que não existe uma concretude do que o programa estabelece como Bilinguismo e que o contexto de desenvolvimento do Programa evidencia características muito peculiares a serem fortemente consideradas, para que não haja uma supervalorização de uma comunidade em detrimento da outra com base em dados aparentes. Foi possível compreender que a generalização a respeito das diferenças nos níveis de bilingualidade dos alunos brasileiros e argentinos não é totalmente aplicável ao alunado do projeto na região de Foz do Iguaçu e Puerto Iguazu, uma vez que todos os alunos, brasileiros e argentinos, foram avaliados da mesma maneira, e o repertório da comunidade escolar de cada país compõe-se historicamente de modo distinto. Observou-se, também, que as professoras reproduzem o discurso do documento, confirmando o dado de que as crianças argentinas desenvolvem a bilingualidade com maior facilidade devido à maior exposição ao português, enquanto as crianças brasileiras estão menos expostas ao espanhol, tanto pela formação geográfica de fronteira fluvial entre Foz do Iguaçu e Puerto Iguazu, como também por uma série de influências socioeconômicas que agregam maior prestígio à língua portuguesa nessa região, revelando um contexto adverso para o desenvolvimento da bilingualidade para o alunado brasileiro. Com isso, constatou-se que a função social das línguas nas comunidades brasileira e argentina interfere diretamente no desempenho dos participantes do projeto e, consequentemente, reforça a representação das crianças evidenciada pela documentação publicada em 2008.
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Byers-Heinlein, Krista. "Bilingualism in infancy : a window on language acquisition." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23504.
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To rise to the challenge of acquiring their native language, infants must deploy tools to support their learning. This thesis compared infants growing up in two very different language environments, monolingual and bilingual, to better understand these tools and how their development and use changes with the context of language acquisition.
The first set of studies − Chapter 2 − showed that infants adapt very early-developing tools to the context of their prenatal experience. Newborns born to bilingual mothers directed their attention to both of their native languages, while monolinguals preferred listening to their single native language. However, prenatal bilingual experience did not result in language confusion, as language discrimination was robustly maintained in both monolinguals and bilinguals. Thus, learning mechanisms allow experience-based listening preferences, while enduring perceptual sensitivities support language discrimination even in challenging language environments.
Chapter 3 investigated a fundamental word learning tool: the ability to associate word and object. Monolinguals and bilinguals showed an identical developmental trajectory, suggesting that, unlike some aspects of word learning, this associative ability is equivalent across different types of early language environments.
Chapters 4 and 5 explored the development of a heuristic for learning novel words. Disambiguation is the strategy of associating a novel word with a novel object, rather than a familiar one. In Chapter 4, disambiguation was robustly demonstrated by 18-month-old monolinguals, but not by age-matched bilinguals and trilinguals. The results supported the “lexicon structure hypothesis”, that disambiguation develops with mounting evidence for a one-to-one mapping between words and their referents, as is typical for monolinguals. For bilinguals, translation equivalents (cross-language synonyms) represent a departure from one-to-one mapping. Chapter 5 directly tested the lexicon structure hypothesis, by comparing subgroups of bilinguals who knew few translation equivalents to bilinguals who knew many. Only the former group showed disambiguation, supporting the lexicon structure hypothesis.
The series of studies presented in this thesis provides a window into language acquisition across all infants. Whether growing up monolingual or bilingual, infants harmonize their development and use of the tools of language acquisition to the particular challenges mounted by their language environment.
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Hermes, Jenifer. "Attitudes to bilingualism among Japanese learners of English /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7590.
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Clancy, Rosemary. "Childhood bilingualism : socio-economic status and cognitive gains /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psc587.pdf.
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Sutherland, Hilary L. "Sign bilingualism through the eyes of a child." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489529.
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This six year longitudinal study concerns deaf children who use British Sign Language and the Sign Bilingual approach to their education. The central research question is: 'From the deaf child's perspective, what are the advantages and disadvantages of Sign Bilingual education?
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Appelblad, Erik, and Olov Sandzén. "Bilingualism and the Simon effect: A multimodal approach." Thesis, Umeå universitet, Institutionen för psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105201.
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Previous research has studied the relationship between bilingualism and cognitive abilities. In some of those studies results have shown that bilinguals perform better than monolinguals in visual Simon tasks (i.e. they are less distracted by the incongruent stimuli). The aim of the current study is to see if a similar effect can be found in Simon tasks using the tactile and auditory sensory modalities. In this study bilingual participants (36 university students) with different proficiency in their second language performed a Simon task employing two intensities of vibration and two different sounds as the relevant stimuli. The results indicated no negative correlation between either bilingual proficiency and Simon effect or daily use of the second language and Simon effect when controlling for working memory. Without controlling for working memory a negative correlation for the tactile condition and a positive correlation for the auditory condition between Simon effect and daily use of the second language was found. It’s concluded that the statistical power of this study suffers from a lack of participants and that if the test was reproduced with more participants with a greater spread in their language abilities a stronger effect might be seen. Also concluded is that more cross-modal studies need to be performed before conclusions about general cognitive effects of bilingualism can be drawn.Tidigare forskning har studerat sambandet mellan tvåspråkighet och kognitiva förmågor. Vissa av dessa studiers resultat har visat att tvåspråkiga individer presterar bättre än enspråkiga i visuella Simon-uppgifter (dvs. de blir mindre distraherade av inkongruenta stimuli). Syftet med den aktuella studien är att se om man kan hitta en liknande effekt i Simon-uppgifter inom de taktila och auditiva sensoriska modaliteterna. I denna studie fick tvåspråkiga deltagare (36 universitetsstudenter) med olika kunskaper i sitt andraspråk utföra en Simon-uppgift där två intensiteter av vibrationer och två olika ljud används som relevanta stimuli. När resultaten var kontrollerade för arbetsminne så visades ingen negativ korrelation mellan varken tvåspråkig förmåga och Simon effekt eller daglig användning av det andra språket och Simon effekt. Utan att kontrollera för arbetsminne så fanns det en negativ korrelation för den taktila betingelsen och en positiv korrelation för den auditiva betingelsen mellan daglig användning av andra språk och Simon effekt. Slutsatsen dras att den statistiska kraften i denna studie lider av brist på deltagare och att om testet reproduceras med fler deltagare, med en större spridning i språkförmåga, så skulle en starkare effekt kunna ses. Det konkluderas även att fler tvärmodala studier behöver utföras innan slutsatser om generella kognitiva effekter av tvåspråkighet kan dras.
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Leung, Constant H. "Bilingualism and English language teaching : an underdeveloped alliance." Thesis, University of Westminster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237508.
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Stripp, M. G. "Syntagmatic associations in cross-language studies and bilingualism." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370820.
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Lanza, Elisabeth. "Language mixing in infant bilingualism : a sociolinguistic perspective /." Oxford : Clarendon press, 1997. http://catalogue.bnf.fr/ark:/12148/cb375118643.
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Schaengold, Charlotte C. "Bilingual Navajo mixed codes, bilingualism, and language maintenance /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092425886.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains ix, 189 p.; also includes graphics. Includes bibliographical references (p. 168-174).
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Maluch, Jessica. "Bilingualism and its Effect on Foreign Language Learning." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19221.
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In vielen Staaten unterscheidet sich die Leistung von Schülern mit und ohne Migrationshintergrund. Schüler mit Migrationshintergrund sprechen eine Minderheitensprache sowie die Zielsprache des Wohnlandes, das führt zu einem gewissen Grad der Zweisprachigkeit. Die Zweisprachigkeit ist mit Entwicklungsmustern verbunden, die das Fremdsprachenlernen der bilingualen Schüler positiv beeinflussen können. Diese Dissertation untersucht die Beziehung zwischen Zweisprachigkeit und Fremdsprachenlernen.
Die erste Studie untersuchte die Wirkung der Zweisprachigkeit von Schülern mit Migrationshintergrund auf das Erlernen von Englisch als Fremdsprache. Die Ergebnisse zeigen einen positiven Trend zwischen Zweisprachigkeit und Lernerfolg. Dieser Trend unterschied sich deutlich zwischen Gruppen verschiedener Heimatsprachen mit den Kenntnissen der Unterrichtssprache als stärksten Prädiktor.
Die zweite Studie betrachtete die Wirkung von Zweisprachigkeit auf die Leistung in Englisch als Fremdsprache von der Grundschule bis zur weiterführenden Schule. Die Analysen zeigen, dass, ein wesentlicher Vorteil der Zweisprachigkeit in der Grundschule vorliegt, dieser aber in der Sekundarstufe I verschwindet. Dies führt zu unterschiedlichem Leistungszuwachs von zweisprachigen und einsprachigen Schülern.
Die dritte Studie untersuchte die Wirkung der Zweisprachigkeit auf das Erlernen von Englisch als Fremdsprache unter Berücksichtigung der Auswirkungen von Methode und Abfolge des Erlernens der Zweitsprache sowie des Sprachgebrauchs. Die Ergebnisse zeigen Leistungsvorsprünge in der Drittsprache für Zweisprachige, die in ihrer Minderheitensprache unterrichtet werden, beide Sprachen simultan erwerben und häufiger zwischen beiden Sprachen wechseln.
Diese Dissertation gibt weitere Hinweise darauf, dass unter bestimmten Voraussetzungen Zweisprachige mit Migrationshintergrund im Vergleich zu einsprachigen Schülern Vorteile im Fremdsprachenlernen haben, obwohl sich dieser Befund im Laufe der Zeit verändert.There is a large achievement gap between students with immigrant background and their peers. Many students with immigrant backgrounds speak a minority language at home as well as the majority language of the larger society, resulting in some level of bilingualism. Bilingualism is associated with unique patterns of development that may affect their foreign language learning (FLL) in positive ways. This thesis explores the relationship between bilingualism and FLL, focusing on factors that affect this relationship. The first study investigates the effect of immigrant bilingualism on English FLL, examining confounding background variables and the effect of instructional language proficiency. The results showed a general positive trend between bilingualism and FLL. This positive trend differed between bilingual groups with different home languages with the strongest predictor for FLL being instructional language proficiency. This second study considers the effect of bilingualism on the FLL from elementary to secondary school. Although a significant advantage of bilingualism is found in elementary school, it disappeared as students proceed into secondary school, yielding differential gains for the language minority and monolingual groups. The level of exposure to the minority language played an important role for the FLL development. The third study examines the effect of bilingualism on FLL, considering the impact of manner and age of bilingual acquisition as well as language use practices. The results showed higher FLL for bilinguals who received formal instruction in their minority language, had acquired both languages simultaneously, and switched more often between their two languages, when compared to their other bilingual and monolingual peers. The findings of this thesis add to the evidence that under certain conditions, some bilinguals from immigrant communities have advantages in FLL compared to their monolingual peers although this pattern does change over time.
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Erthal, Cecilia Ines. "A sociolinguistic analysis of bilingualism at Antônio Rebouças." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24347.
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Beck, Carina Ann. "Bilingualism, Executive Function, and Attention Deficit/hyperactivity Disorder." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1555.
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In an era where the diagnosis of attention deficit/hyperactivity disorder (ADHD) is as high as 7% in school-aged children, the search for causes and preventions has never been more important. Current research indicates a positive relationship between bilingualism, particularly native bilingualism, and executive function in normally developing individuals. This study served to examine the potential relationship between bilingual education in a public school setting and the presence of ADHD symptoms in that school's students. This was a comparative analysis of students in a South Florida School District's two-way immersion program with the national average in terms of frequency of ADHD symptoms using the NICHQ Vanderbilt Assessment Scale and the Swanson, Nolan, and Pelham (SNAP). The results did not show any significant differences between groups in terms of language history, gender, race, or family structure.
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Reynolds, Rose-Anne. "Shifting family bilingualism: two South African case studies." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14008.
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This ethnographic, sociolinguistic study describes the home language practices of two Afrikaans/English bilingual families, living in two middle-class English-dominant neighbourhoods, with the youngest children attending an English-medium primary school. In this study, I investigate if these families maintain their existing Afrikaans-dominant bilingualism, or shift towards greater use of English. According to the sociolinguistic literature, there is an on-going relationship between the processes of language maintenance and shift. Factors that influence these processes include bilingualism, marriage patterns, socio-economic status, prestige of dominant languages, domains, educational environment, school peer group and attitudes as well as perceptions about languages and language use. The database consists of naturalistic observations, interviews and language diaries. Conversations between family members in their respective homes were audio-recorded (32 hours of observations in total) and open-ended interviews were conducted with family members about their language use and attitudes. The children completed language diaries where they self-reported their language use at home and at school. The findings are as follows: both families speak English, Afrikaans as well as varieties of English and Afrikaans characterised by code-switching, code-mixing and borrowings in the home. The Petersen family presents with intergenerational transmission and maintenance of Afrikaans from the mother and brothers to the younger daughters. ‘Teaching moments’ in this family, characterised by an active interrelationship between English and Afrikaans, result in the transmission and use of Afrikaans and English between the family members. As a result of the domestic Afrikaans maintenance, the two daughters continue to speak Afrikaans and express a positive attitude toward the language in general and their bilingual identity in particular.
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Tamburelli, Marco. "The role of lexical acquisition in simultaneous bilingualism." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1446131/.
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This thesis addresses a central issue within the field of Bilingual First Language Acquisition (BFLA) by exploring the extent to which the two languages can affect each other during development. The aim of this work is twofold. Firstly, it proposes a particular formalisation of the acquisition process which is based on a set of assumptions that are mostly drawn from standard linguistic theory. It then argues for a theory of the acquisition of lexical properties that is based on the interaction between two higher level systems. The first of these is a system dedicated to organising the developing lexicon into paradigms while the second is an informationally monotonic updating system whose role is to add newly acquired lexical information to those items that are not yet fully developed. It is then argued that this model can accommodate transfer effects as an inevitable consequence of BFLA. Given that the lexicon of a bilingual child is larger than that of monolinguals, the updating mechanism has a wider field of application and therefore---besides over-generalisation---transfer effects will also obtain. An important consequence of this claim is that the only difference between a monolingual and a bilingual child lies in the domain within which the updating mechanism applies. The fact that language production in bilingual children differs from that of monolinguals does not force the postulation of special bilingual strategies but can be accounted for by appealing to the very two aspects that monolinguals and bilinguals do not have in common, namely the input and the number of developing lexical sets. A substantial part of the thesis is dedicated to evaluating the empirical coverage of this model. This involves discussion of data from case-studies as well as experimental work both old and new.
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Gutierrez, Marisela. "A study of possible pre-cognitive advantages of bilingualism." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Shel, Siu-lun, and 佘少倫. "Bilingualism in a legalistic setting: the HKUinquiry of 2000." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26842476.
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Abutalebi, Jubin. "The neuro-protective effects of bilingualism in aging populations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211128.
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Culture, education and of other forms of acquired capacities act on individual differences in skill to shape how individuals perform cognitive tasks such as attentional and executive control. Of interest, the use of more than one language (bilingualism) also appears to be a factor that shapes individual performance on tests of cognitive functioning. Indeed, researchers have shown that a bilingual can have better attention and executive control capacities than monolingual speakers and this is argued to be due the ability to inhibit one language while using another. Beyond behavioral differences, bilingualism seems to affect brain structure as well. Recent evidence also shows bilinguals develop more gray matter in crucial brain areas responsible for executive control, hence, providing a neurological basis for why bilinguals outperform monolinguals on many attentional control tasks. It has been postulated that this cognitive advantage offers protection to bilinguals against cognitive decline in aging. Bilingualism affords a cognitive reserve in the form of a set of skills that allows some people to cope with cognitive decline such as mild cognitive decline or Alzheimer's disease better than others.
The primary aim of the studies here performed was to investigate if and how the bilingual brain becomes more resistant to cognitive decline. Three combined comparative behavioral and structural neuroimaging studies were carried out in bilingual and monolingual seniors. The overall results show a rather interesting pattern of findings that may be summarized as follows: if well matched for demographic and behavioral variables such as age, socio-economic status, education, and global cognitive functioning, bilinguals have generally increased gray matter densities as compared to monolinguals in those brain areas that are known to be more affected by physiological aging such as the orbitofrontal cortex, the temporal poles and parietal lobules, and in areas involved in cognitive control such as the prefrontal cortex and the anterior cingulate cortex. Increased gray matter in these latter areas also correlates with the superior performance of bilinguals on executive control tasks. Interestingly, in order to keep such a neural benefit (i.e. increased gray matter density) the degree of proficiency of the second language has to be relatively high and bilinguals have to be constantly exposed to their second language. Finally, specifically for the aging population, age of second language acquisition has no major role in determining putative neural differences. Any putative neural differences between bilingual speakers are determined by factors such as the degree of proficiency and exposure to a second language.
In conclusion, as thoroughly investigated here, bilingualism represents a neural reserve for healthy aging. However, the benefits are most prominent when second language proficiency and exposure are kept high.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Shulley, Leah J. "The Relationship between Bilingualism, Cognitive Control, and Mind Wandering." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1507.
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The unique linguistic experience of bilingualism purportedly produces cognitive control advantages. Although there is a significant body of evidence supporting this view, there are also several recently published research studies that failed to replicate bilingual advantages. Furthermore, there is some evidence of a publication bias that favors findings supporting a bilingual advantage. The purpose of this study was to address this discrepancy in the literature by examining performance of bilinguals and monolinguals on a variety of cognitive control tasks. A second purpose was to determine how bilinguals are able to achieve better performance if they do indeed have an advantage. Specifically, we were interested in whether there were differences in the tendency for bilinguals and monolinguals to mind wander, a phenomenon associated with poorer cognitive control performance. We hypothesized that bilinguals would demonstrate better performance than monolinguals on Operation Span, Numerical Stroop, SART, Color- Shape, and Letter Memory tasks, which are measures of working memory, proactive inhibition, reactive inhibition, shifting, and updating, respectively. We further hypothesized that if bilinguals outperformed monolinguals on these tasks, this would be associated with less mind wandering for bilinguals. Participants completed all measures of cognitive control and were probed periodically throughout the tasks for mind wandering. Accuracy and reaction times where appropriate were recorded for each task, and data from 52 monolinguals and 52 bilinguals were analyzed. The results did not reveal any bilingual advantages. For all tasks, performance of the two groups was equivalent with the exception that monolinguals had faster reaction times for Numerical Stroop, SART, and Color-Shape tasks. There were also no differences between language groups in mind wandering tendencies. Secondary analyses examining age of acquisition (i.e., early versus late) and similarity of languages (i.e., same-script versus differentscript) did not change the overall pattern of no bilingual advantages. The lack of a bilingual advantage supports recent calls to temper bilingual advantage claims and shows a need for future research to address which underlying factors of bilingualism may or may not have an effect on cognitive control.
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Freynet, Nathalie. "Bilingualism in Minority Settings in Canada: Fusion or Assimilation?" Thesis, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24359.
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Despite the prevalence of bilingual identity among linguistic minority youth in Canada, few studies have empirically investigated its acculturative consequences. This study explores the nature of bilingual identity, as determined by language confidence, in various ethnolinguistic contexts. More specifically, it investigates the relation between language confidence and identity as moderated by ethnolinguistic vitality. It also verifies whether bilinguals can be distinguished from predominantly unilingual participants on factors related to the maintenance of identity, namely subjective ethnolinguistic vitality and language usage and evaluates the impact of ethnolinguistic vitality on these differences. Data from the Survey on the Vitality of Official-Language Minorities collected by Statistics Canada among francophones outside of Quebec and anglophones in Quebec (N = 7377) was used for analysis. The results of univariate and multivariate analyses of variance show that language confidence is significantly related to levels of identity for all regions. Bilinguals are significantly distinct from predominantly monolingual participants on most factors for maintenance of identity. However, among all francophone samples, bilinguals most resemble the franco-dominant participants. The implications of these findings on the understanding of the nature of bilingual identity are discussed.
Malgré la prévalence de l’identité bilingue parmi les jeunes de groupes minoritaires linguistiques au Canada, peu d’études ont vérifié ses conséquences acculturatives de façon empirique. Cette étude explore la nature de l’identité bilingue telle que déterminée par la confiance langagière, dans divers contextes ethnolinguistiques. De façon plus spécifique, la relation entre la confiance langagière et l’identité, modérée par la vitalité ethnolinguistique est
examinée. Par ailleurs, l’étude explore si les gens bilingues se distinguent de ceux qui ont une prédominance langagière sur des facteurs liés au maintien de l’identité, soit la vitalité ethnolinguistique subjective et l’utilisation langagière, et évalue l’impact de la vitalité ethnolinguistique sur ces différences. Les analyses ont été menées à partir des données de l’Enquête sur la vitalité des minorités de langue officielle de Statistique Canada recueillies auprès des francophones de l’extérieur du Québec et des anglophones du Québec (N = 7377). Les résultats d’analyses univariées et multivariées dévoilent que pour chacune des régions ethnolinguistiques, la confiance langagière est significativement liée à l’identité. Les bilingues se distinguent significativement de ceux à prédominance langagière sur la plupart des facteurs importants au maintien de l’identité. Toutefois, parmi les groupes francophones, les bilingues ressemblent le plus aux participants franco-dominants. Les conséquences de ces résultats sur la compréhension de la nature de l’identité bilingue sont discutées.
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Carlo, Mitzarie A. "Effects of bilingualism on speech recognition performance in noise." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002415.
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Yatim, A. M. "Some factors affecting bilingualism amongst trainee teachers in Malaysia." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/some-factors-affecting-bilingualism-amongst-trainee-teachers-in-malaysia(08e2e23a-838f-4c67-a56d-6b430a2110b0).html.
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The thesis is contextualized in the theory and research surrounding bilingualism and second language learning. In particular it concerns attitude to language as a key construct in the explication of language policy within a country. Three chapters provide the background to the research of the thesis. The first two chapters concern the history of the language situation and of bilingual education in Malaysia and consider how Bahasa Malaysia has recently been accorded increasing status in order to foster national unity and integration. The third chapter reviews attitude theory and measurement as it relates to language, with consideration of the world-wide research into language attitudes. The thesis proceeds to report two investigations carried out at four Teacher's Colleges in Malaysia. The investigations aimed to identify the major dimensions of language attitudes using a questionnaire approach. In both investigations, a factor analysis revealed five very similar dimensions: (i) a general instrumental and integrative orientation towards the English language, (ii) parental encouragement towards the English language, (iii) students' anxiety, boredom and nervousness in learning the English language, (iv) students' attitudes towards the home xiv country, its values, culture and language and, (v) students' attitudes towards foreigners. The study also examined the relationship between these five factors and selected variables such as gender, age, ethnic and home language, college and religious affiliation and parental educational background. The variety of inter-relationship help to validate the factor scales and provide an innovative scenario of differences in attitude amongst various groups of Malaysian trainee-teachers.
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Kramer, Rossana. "Effects of bilingualism on inhibitory control and working memory." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96068.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011Made available in DSpace on 2012-10-26T08:30:14Z (GMT). No. of bitstreams: 1 299504.pdf: 2117531 bytes, checksum: 08fecd70603a71919e015d3c0d703c86 (MD5)
O estudo da relação entre o bilinguismo e envelhecimento é uma área de pesquisa relativamente recente. O processo de envelhecimento produz alterações cognitivas em uma série de funções. A memória, atenção, raciocínio e resolução de problemas são algumas das funções que sofrem declínios relacionados ao envelhecimento (cf. Park e Schwarz, 2000). Pesquisas recentes conduzidas por Bialystok, Craik, Klein e Viswanathan (2004) forneceram evidências de que o bilinguismo poderia atenuar alguns efeitos negativos do envelhecimento e atuar como uma proteção às funções cognitivas ao longo da vida. O presente estudo se propôs a investigar (1) o desempenho de bilíngues de infância ou precoces (bilíngues que aprenderam as duas línguas quando crianças) e bilíngues tardios (indivíduos que aprenderam a segunda língua após os 12 anos de idade em contexto de sala de aula) em tarefas de controle inibitório e de memória de trabalho; (2) o desempenho de homens e mulheres em tarefas de controle inibitório e memória de trabalho e (3) o desempenho dos participantes em duas versões da tarefa Simon (quadrados e flechas) para tratar de questões relacionadas à metodologia de mensuração de funções cognitivas. Para alcançar os objetivos propostos, 104 participantes entre 18 e 84 anos divididos em 4 grupos de monolíngues, falantes de português brasileiro (PB) e 4 grupos de bilíngues # 3 grupos de bilíngues precoces (Hunsrückisch/PB) de Iporã do Oeste e Mondaí em Santa Catarina e 1 grupo de bilíngues tardios (PB/Inglês) selecionados na Universidade Federal de Santa Catarina # realizaram tarefas de controle executivo (Tarefa Simon) e de memória de trabalho (Tarefa Alpha Span). Além das tarefas, questionários sobre experiência linguística e informações gerais, o Mini Exame do Estado Mental (MEEM) e o inventário Beck de depressão foram aplicados aos participantes. Os bilíngues tardios, além de responderem aos questionários e testes, foram submetidos a um teste de proficiência em língua inglesa. As análises estatísticas demonstraram perdas cognitivas significativas relacionadas à idade, uma vez que adultos jovens foram melhores que os idosos nas tarefas de controle inibitório e memória de trabalho. Apesar de não ter sido verificada uma diferença estatisticamente significativa entre monolíngues e bilíngues precoces nas mesmas faixas de idade, bilíngues precoces apresentaram maior eficiência nos processos inibitórios e pontuaram mais que os monolíngues na tarefa de memória de trabalho. Os resultados confirmaram que bilíngues tardios foram significativamente melhores que os monolíngues em controle inibitório. As análises estatísticas não confirmaram diferenças com relação ao desempenho de homens e mulheres nas tarefas. No entanto, a versão Simon de quadrados tende a favorecer as mulheres. Os resultados são discutidos à luz de estudos teóricos e empíricos sobre bilinguismo, envelhecimento e perdas cognitivas.
The study of the relationship between bilingualism and aging is a relatively recent area of research. The aging process brings with it cognitive declines in a number of functions, including attention, memory, reasoning, and problem-solving (Park and Schwarz, 2000). Recently, however, Bialystok, Craik, Klein & Viswanathan (2004) have provided evidence that bilingualism aids in offsetting age-related losses in executive function. The present study aims at: 1) investigating the performance of early bilinguals, i.e., those who have used two languages on a daily basis across the lifespan, and late bilinguals, i.e., those who have learned a second language through instruction in the classroom, on inhibitory control and working memory tasks; 2) investigating sex differences in the performance of these two types of bilinguals on inhibitory control and working memory tasks, and 3) investigating a methodological issue related to the assessment of inhibitory control by comparing the performance of participants on two different versions of the Simon task (the Simon task 2 Colors and the Simon Arrow task). One hundred and four participants, with ages ranging from 18 to 84 years, took part in the study. These participants were divided into 4 control groups of Brazilian Portuguese monolingual speakers and 4 experimental groups consisting of 3 groups of Brazilian Portuguese/ Hunsrückisch speakers and 1 group of Brazilian Portuguese/English speakers. Before performing the inhibitory control and working memory tasks, each participant answered a language background questionnaire and a general questionnaire and was given the Mini-Mental State Exam and the Beck Depression Inventory. Late bilinguals were also submitted to a proficiency test. Results of statistical analyses showed significant age-related losses in executive functions: younger adults outperformed older adults in the tasks. Although there was not a statistically significant difference between language groups across the lifespan, early bilinguals presented more efficient inhibitory processes and higher working memory span than conolinguals. As regards late bilingualism, late bilinguals. performance was significantly faster than monolinguals on inhibitory control tasks. Moreover, the statistical analysis did not show any statistically significant differences between males and females concerning inhibitory control and working memory, but the 2 Color version of the Simon task tends to favor women. The results are discussed in light of the theoretical and empirical literature on bilingualism, aging, and cognitive decline
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Heidlmayr, Karin. "Cognitive control processes and their neural bases in bilingualism." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCB219/document.
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L'objectif de la présente thèse de doctorat était d'étudier la relation entre le bilinguisme et le contrôle exécutif général. Les recherches sur le bilinguisme en psycholinguistique ont montré que la co-activation permanente des langues ainsi que la nécessité de s'adapter à l'environnement linguistique peuvent produire un renforcement des capacités de contrôle chez les bilingues. Toutefois, la nature des processus de contrôle impliqués reste controversée. Trois études ont examiné cette question au niveau neuronal chez des bilingues tardifs français-allemand. Différentes tâches expérimentales mettant en jeu un conflit cognitif ont été utilisées, les unes impliquant une composante linguistique (Stroop et amorçage négatif), et une autre impliquant une composante motrice (antisaccades). Les principaux résultats sont les suivants : (1) Renforcement des processus de gestion de conflits et d'inhibition chez les bilingues, (2) Interaction entre le cortex cingulaire antérieur et le cortex préfrontal dans le contrôle cognitif plus efficace chez les bilingues que chez les monolingues et (3) Modulation du contrôle exécutif par divers facteurs linguistiques individuels inhérents au bilinguisme. Prises dans leur ensemble, ces observations corroborent l'hypothèse d'une implication de processus de contrôle général dans le bilinguisme et révèlent des capacités d'adaptation neuroplastique en fonction des contraintes linguistiquesThe present doctoral thesis aimed to study the relation between bilingualism and domain-general executive control. Psycholinguistic research on bilingualism has shown that the sustained co-activation of languages and the need to adapt to the linguistic environment lead to a reinforcement of control abilities in bilinguals. However, the nature of domain-general executive control involvement in multiple language use is a matter of debate. Three studies were conducted in order to investigate this issue at the neuronal level in French-German late bilinguals. Different experimental tasks involving a cognitive conflict were used, certain of them involving a linguistic component (Stroop and negative priming) and the other one involving a motoric component (antisaccade). The main findings collected in the present doctoral thesis showed (1) the behavioral and neurophysiological evidence of enhanced conflict monitoring and inhibition in bilinguals, (2) the more efficient dynamic interplay between the anterior cingulate cortex and the prefrontal cortex in executive control in bilinguals in comparison with monolinguals, and (3) a modulation of executive control by the individual linguistic factors inherent to bilingualism. Taken together, the present findings support psycholinguistic theories postulating domain-general control involvement in bilingualism and reveal the capacity of neuroplastic adaptation as a function of linguistic constraints