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Relevant bibliographies by topics / Early balanced bilingual

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Academic literature on the topic 'Early balanced bilingual'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Early balanced bilingual"

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Han, Seunghee. "How does the language acquisition period affect simultaneous interpreters’ language processing?" APTIF 9 - Reality vs. Illusion 66, no. 4-5 (2020): 570–87. http://dx.doi.org/10.1075/babel.00177.han.

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Abstract This study aims to identify the similarities and differences in cognitive-psychological semantic (Translation Equivalent) mapping employed by early, and late balanced bilinguals at the adult level. The subjects of lexical-semantic recognition tasks were limited to fourth-semester learners at graduate school of interpreting and translation to analyze the effect that the L2 acquisition period (or Age of Acquisition, AOA) and immersive education may have on cross-language processing among highly-proficient bilinguals. The experimental words were composed of non-cognate abstract words wit

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Schröter, Pauline, and Sascha Schroeder. "Exploring early language detection in balanced bilingual children: The impact of language-specificity on cross-linguistic nonword recognition." International Journal of Bilingualism 22, no. 3 (2016): 305–15. http://dx.doi.org/10.1177/1367006916672751.

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Aims and objectives: Recent findings on the mechanisms of lexical access suggest that bilinguals are sensitive to the orthographic structure of their languages. Several studies have demonstrated that if presented with language-specific sub-lexical information, bilingual adults use this information to speed up word recognition, which provides evidence for language-selective lexical access. In the present study, we investigated the presence of such an early language detection mechanism in children. Methodology: Forty-six balanced bilingual third-graders performed two seemingly monolingual lexica

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Ural, Onur, and Kenan Dikilitas. "Identity Formation and Career Prospects of Bilingual Professionals: Blending Language Skills to Create Novel Applications to Career Pursuits." Sustainable Multilingualism 21, no. 1 (2022): 56–85. http://dx.doi.org/10.2478/sm-2022-0013.

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Summary The most widely believed misconception about bilingualism purports that exposure to a second language within the community will automatically yield bilingual children, who can apply their balanced language skills in every domain of their future employment. However, this misconception does not represent the real-life experiences of most bilinguals. Through a pivotal focus on individual cases, this study was designed to manifest (1) bilingual identity formation and (2) career prospects of early and sequential bilinguals. The study analyzed collected data from individual surveys and in-pe

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Solís-Barroso, Cecilia, and Sara Stefanich. "Measuring Language Dominance in Early Spanish/English Bilinguals." Languages 4, no. 3 (2019): 62. http://dx.doi.org/10.3390/languages4030062.

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This paper analyzes the comparability of language dominance assessments with the purpose of determining whether they yield similar results. Language dominance is an important construct in the field of bilingualism as it allows for a more thorough classification of bilinguals and is thought to play a role in both bilingual production and perception. Yet, there is no unified methodology for assessing language dominance. To that end, we ask the following research question: Do different language dominance measures predict the results of one another? Twenty-nine Spanish/English early bilinguals com

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Malik-Moraleda, Saima, Theodor Cucu, Benjamin Lipkin, and Evelina Fedorenko. "The Domain-General Multiple Demand Network Is More Active in Early Balanced Bilinguals Than Monolinguals During Executive Processing." Neurobiology of Language 2, no. 4 (2021): 647–64. http://dx.doi.org/10.1162/nol_a_00058.

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Abstract The bilingual experience may place special cognitive demands on speakers and has been argued to lead to improvements in domain-general executive abilities, like cognitive control and working memory. Such improvements have been argued for based on both behavioral and brain imaging evidence. However, the empirical landscape is complex and ridden with controversy. Here we attempt to shed light on this question through an fMRI investigation of relatively large, relatively homogeneous, and carefully matched samples of early balanced bilinguals (n = 55) and monolinguals (n = 54), using robu

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Malik-Moraleda, Saima, Theodor Cucu, Benjamin Lipkin, and Evelina Fedorenko. "The Domain-General Multiple Demand Network Is More Active in Early Balanced Bilinguals Than Monolinguals During Executive Processing." Neurobiology of Language 2, no. 4 (2021): 647–64. http://dx.doi.org/10.1162/nol_a_00058.

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Abstract The bilingual experience may place special cognitive demands on speakers and has been argued to lead to improvements in domain-general executive abilities, like cognitive control and working memory. Such improvements have been argued for based on both behavioral and brain imaging evidence. However, the empirical landscape is complex and ridden with controversy. Here we attempt to shed light on this question through an fMRI investigation of relatively large, relatively homogeneous, and carefully matched samples of early balanced bilinguals (n = 55) and monolinguals (n = 54), using robu

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Cieślicka, Anna B., and Brenda L. Guerrero. "Emotion Word Processing in Immersed Spanish-English/English-Spanish Bilinguals: An ERP Study." Languages 8, no. 1 (2023): 42. http://dx.doi.org/10.3390/languages8010042.

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We conducted a lexical decision task to measure Spanish-English/English-Spanish bilinguals’ behavioral (RT) and electrophysiological (EPN, Early Posterior Negativity and LPC, Late Positive Complex) responses to English emotion words and their Spanish translation equivalents. Bilingual participants varied in age of acquisition (AoA of Spanish/English: early, late), language status (L1 Spanish, L1 English) and language dominance (English-dominant, Spanish-dominant, balanced) but were all highly immersed bicultural individuals, uniformly more proficient in English than Spanish. Behavioral data sh

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Chrysochoou, Elisavet, Styliani Kanaki, and Ana B. Vivas. "Executive functions in French-Greek early bilinguals: In search of the suggested bilingual advantage." Psychology: the Journal of the Hellenic Psychological Society 25, no. 2 (2020): 76. http://dx.doi.org/10.12681/psy_hps.25588.

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Bilinguals must manage two languages on a daily basis, which requires, among other things, dealing with cross-linguistic interference. Such cognitive training is assumed to underlie better performance of bilinguals, relative to monolinguals, in non-verbal cognitive tasks. Ηowever, the suggested advantage has recently been questioned. The present study aimed at shedding light into this debate, focusing on French-Greek early bilingual adults. Exposure to two languages from the first few years of life has been suggested to favour the demonstration of an advantage. Bilinguals were compared to Gree

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Coutsougera, Photini. "Code-switching in the speech of a balanced infant bilingual and early talker." Journal of Monolingual and Bilingual Speech 6, no. 1 (2024): 44–78. http://dx.doi.org/10.1558/jmbs.22392.

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This case study investigates codeswitching in infant bilingualism and may be of special interest due to the fact that its participant is an early talker and a balanced bilingual. Drawing on English/Greek child data, it studies the relationship between language competence and type of code-switching from a developmental perspective, and aims to contribute to a deeper understanding of code-switching in infant bilinguals. Code-switching was facilitated by an early onset of syntax and is interpreted as an outcome of the child’s growing grammatical and pragmatic competence, rather than of a lack of

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Asli-Badarneh, Abeer, and Mark Leikin. "Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages." International Journal of Bilingualism 23, no. 5 (2018): 1087–105. http://dx.doi.org/10.1177/1367006918781079.

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This study examines the possible effects of bilingualism, mother tongue and type of morphology on morphological awareness of Arabic- and Hebrew-speaking preschoolers (mean age – 5:4). Four groups of children participated in the study: (1) 50 Arabic-speaking monolingual speakers; (2) 50 Hebrew-speaking monolingual speakers; (3) 50 Arabic/Hebrew bilingual speakers; and (4) 50 Hebrew/Arabic bilingual speakers. Participants from the bilingual groups were sequential non-balanced bilingual speakers who started learning a second language at ages 3–4 in a bilingual Arabic/Hebrew kindergarten. All chil

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Books on the topic "Early balanced bilingual"

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Teemant, Annela, and Serena Tyra. The early childhood literacy case: A video ethnography of balanced literacy approaches for second language students. Harris Video Cases, 2002.

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Book chapters on the topic "Early balanced bilingual"

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Jiang, Nan. "Cross-language priming." In The Study of Bilingual Language Processing. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198852384.003.0003.

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Abstract Cross-language priming refers to the effect of exposure to words in one language on word recognition in another. It is a phenomenon first intended to explore bilingual lexico-semantic organization. An asymmetry in cross-language priming was found in this research, showing that priming in the L1-to-L2 direction (forward priming) was usually robust and consistent, but L2-to-L1 (backward) priming was usually absent or weak. This asymmetry, particularly the asymmetry in translation priming, became the focus of many subsequent studies that explored how experimental tasks and participant va

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Conference papers on the topic "Early balanced bilingual"

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Suwanrak, Kasma. "EARLY BILINGUAL DEVELOPMENT IN THAI-ENGLISH CHILDREN: LANGUAGE ACQUISITION AND LEARNING SUCCESS." In EduCon London – International Conference on Education, 21-22 April 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.119120.

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The impact of early bilingualism on cognitive development and learning achievement is a topic of growing interest. This study explores the language acquisition and educational outcomes of Thai-English bilingual children aged four to six, focusing on those who acquire English as a second language after establishing Thai as their native language. Using a qualitative interpretive approach, data were collected through semi-structured interviews with ten Thai parents and teachers who support bilingual development at home and in school. Findings highlight the necessity for children to acquire their

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interde

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