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Journal articles on the topic 'Productive bilingualism'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Fedkova, Olga S., and Natalia V. Lukmanova. "Subordinative Bilingualism Development when Teaching Foreign Language in Higher Education." Lurian Journal 4, no. 3 (2023): 8–21. https://doi.org/10.15826/lurian.2023.4.3.1.

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The article deals with the psychological mechanisms that underlie the formation of subordinate bilingualism among students of non-linguistic specialties in the context of teaching the discipline “Foreign Language.” Subordinate bilingualism is defined as the initial stage of productive speech formation, which is necessary for the further development of mixed coordinated bilingualism and balanced (professional) bilingualism. The emphasis is made on the main stages of transcoding mechanism formation, which contributes to the automation and interiorization of internal speech programs and the devel

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Pastryk, Tetiana, and Oksana Kykhtiuk. "A Hermeneutic Approach to the Translator’s Productive Bilingualism Model." East European Journal of Psycholinguistics 1, no. 1 (2014): 175–84. https://doi.org/10.5281/zenodo.45886.

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<strong>Abstract. </strong>This article describes the hermeneutic approach, which is used to study the model of сonсeptual productive bilingual translator activity. This allows examining and, by means of hermeneutic method, detecting features of translator that cause conative, cognitive-linguistic and personal strategies. The hermeneutic method is aimed at constructing the model of сonсeptual productive bilingual translator through the text as a product of his activity. The study of the text makes it possible to identify the peculiarities of business interpreter and efficiency of the basi

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Mavlanova, Gulnigor Baxriddin kizi, and Sarvinoz Abdurayimovna Xayitaliyeva. "IMPORTANCE OF BILINGUALISM IN EARLY AGES." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 11 (2023): 690–93. https://doi.org/10.5281/zenodo.10252081.

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Majority of the people around the world being affected by dual-language environments from an early ages, consequently this results in becoming bilingual. Also there are positive and negative sides that we discussed and dismantled some of the ways to increase the productive outcome.

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Anstatt, Tanja, and Ursula Mikić. "What does a receptive bilingual understand? Evidence from Polish as a heritage language in Germany." Zeitschrift für Slawistik 67, no. 3 (2022): 355–88. http://dx.doi.org/10.1515/slaw-2022-0017.

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Summary Our study explores the field of receptive bilingualism, a highly common phenomenon with respect to heritage languages—one that, despite its commonness, has been analyzed by few studies. We collected data from 10 receptive bilinguals of Polish as a heritage language in Germany, including data from interviews regarding language biographies, a battery of tests on language comprehension skills, and a single-word production task. The main focus of our study was the analysis of the receptive abilities of our 10 participants, with a specific emphasis on their level of listening comprehension

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Al-Muneef, Haya I. "Bilingualism and Intelligence: An Examination with a View of Peal and Lambert's Study: The Relation of Bilingualism to Intelligence." Academic Journal of Interdisciplinary Studies 13, no. 4 (2024): 129. http://dx.doi.org/10.36941/ajis-2024-0104.

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Bilingualism is based on a description of the linguistic situation in a speech community that consists of colloquial and standard language, ultimately resulting in the existence of two different languages that are used alternatively in speaking, writing, listening, and reading. The acquisition of another language will cause changes on the brain. Studies have been inquiring into the pros and cons of having two or more different languages. The study of Peal and Lambert supported significant structural changes involved in the acquisition of another language form, and that it guaranteed the enhanc

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Antonov, Yury G., and Julija V. Kabanova. "Bilingualism of A. Pudin’s Dramaturgy." Polylinguality and Transcultural Practices 20, no. 2 (2023): 358–67. http://dx.doi.org/10.22363/2618-897x-2023-20-2-358-367.

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The article deals with the artistic originality of bilingualism of one of the leading modern Mordovian playwrights Alexander Pudin. The most productive types of it in the work of the playwright are defined, and the reasons for the use of two languages in the writing process are identified. The importance of the transition from one language to another is emphasized in order to expand the aesthetic boundaries of the author’s worldview and to accurately convey ethnic nuances to the foreign-language reader and viewer. The author reveals the artistic and aesthetic specificity of the author’s transl

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Mondt, Katrien, Danielle Balériaux, Thierry Metens, et al. "An fMRI study of level of proficiency as a predictor of neurocognitive convergence for L1/L2 during a lexicosemantic task in a paediatric population." Second Language Research 25, no. 1 (2009): 107–34. http://dx.doi.org/10.1177/0267658308098998.

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Studies on bilingualism from a neurocognitive perspective have begun to attract considerable interest recently. Contextual variables — such as age of acquisition, level of proficiency and frequency of use — have been identified as significantly impacting on the convergence or divergence of representations in first language (L1) and second (L2) language acquisition. The neurocognitive effect of bilingualism in paediatric populations, nevertheless, has not been widely investigated. Results from recent bilingual neuroimaging studies of word processing are discussed and compared to results obtaine

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Berdibek, Tumyshev, Toxanbayeva Nurgul, Baibekova Madina, Sabirova Zhanylsyn, Karabayeva Nurgul, and Koishigulova Laila. "Case Study of Communication Issues Influence on Self-Esteem in Learners with ID." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (2021): 342–48. http://dx.doi.org/10.6000/2292-2598.2021.09.03.11.

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Nowadays, the lack of knowledge of bilingualism due to the changed volume ratio in the teaching of writing is becoming more and more obvious, especially to learners with intellectual disabilities. The emergence of complex processes marks this fact as interference and convergence of speech, which are better speaking and writing sources in bilingualism. The purpose of the study is to identify the specific difficulties of teaching writing to younger bilingual schoolchildren with ID and to develop a productive speech therapy system for the prevention and correction of violations of higher mental f

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Haznedar, Belma. "Morpho-syntactic properties of simultaneous bilingualism: Evidence from bilingual English-Turkish." International Journal of Bilingualism 23, no. 4 (2017): 793–803. http://dx.doi.org/10.1177/1367006917703453.

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Aims and Objectives/Purpose/Research Questions: A number of studies on the acquisition of non-null subject languages in child grammars have suggested that while overt subjects are mainly used with finite forms, null subjects co-occur with non-finite forms. The purpose of this study is to explore the proposed relationship between subject realization and verbal morphology in a simultaneous bilingual context. Design/Methodology/Approach: Longitudinal case study Data and Analysis: The present study analyses longitudinal data from an English-Turkish bilingual child (2;4–3;9), with special reference

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Zahra Sadeghi, Alireza Anushiravani, and Samira Sasani. "Transcultural Identity Formation and the Iranian Diaspora: Writing/Speaking Back in Farnoosh Moshiri’s <i>Against Gravity</i>." Asiatic: IIUM Journal of English Language and Literature 15, no. 2 (2021): 80–95. http://dx.doi.org/10.31436/asiatic.v15i2.2345.

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   While much has been written on the relation between identity and migration as well as the inconsistent meaning of belonging, little attention has been paid to Iranian migrant women and their influence on the changing meaning of transcultural citizenship. This study focuses on Farnoosh Moshiri’s Against Gravity and analyses Iranian female characters depicted in the novel, Roya in particular, in light of theories of Stuart Hall and Homi Bhabha. This article deals with the fluidity of cultural identity, bilingualism, and the role of narratives as productive and emancipatory f

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Saienko, Nataliia, Ganna Sozykina, and Alina Kovalenko. "The potential of bilingualism in teaching foreign languages in universities." Bulletin of Kharkov National Automobile and Highway University, no. 99 (December 29, 2022): 165. http://dx.doi.org/10.30977/bul.2219-5548.2022.99.0.165.

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Problem. Psycholinguistic studies of recent years point to the need to rethink the meaning of bilingualism for learning foreign languages, since the common assumption that learning only a foreign language is the most effective way to master another language is not supported by any data. There are studies in which, on the one hand, such an approach is increasingly criticized, on the other hand, alternative approaches based on the idea of bilingualism are proposed. Goal. To trace the evolution of views on the use of the mother tongue during foreign language learning, to identify the advantages o

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

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

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Daller, Michael, and Zehra Ongun. "The Threshold Hypothesis revisited: Bilingual lexical knowledge and non-verbal IQ development." International Journal of Bilingualism 22, no. 6 (2017): 675–94. http://dx.doi.org/10.1177/1367006917690835.

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Aims and objectives: The threshold hypothesis is one of the most influential theoretical frameworks on the relation between bilingualism and cognition. This hypothesis suggests a bilingual cognitive disadvantage at a low proficiency level and a cognitive advantage at a high proficiency level in both languages. The aim of our study is to contribute to the operationalisation of the threshold hypothesis by analysing parental support for L1 and its influence on the cognitive development of bilingual children. Data and analysis: We analyse data from 100 Turkish–English successive bilingual children

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Guimarães, Mara Passos. "Frequency effects of L2 English on the processing of the passive in L1 Brazilian Portuguese / Efeitos de frequência da L2 inglês no processamento da passiva em L2 português brasileiro." REVISTA DE ESTUDOS DA LINGUAGEM 29, no. 1 (2021): 215. http://dx.doi.org/10.17851/2237-2083.29.1.215-258.

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Abstract: This study investigated the influence of experience with L2 English in the processing of passives in L1 Brazilian Portuguese (BP) by high-proficiency bilinguals and BP monolinguals. Based on the premise that high L2 proficiency is indicative of widespread representational sharing (BERNOLET; HARTSUIKER; PICKERING, 2013) and on the observation that the passive is significantly more productive in English than in BP (GUIMARÃES; SOUZA, 2016), bilinguals’ processing of the construction is expected to be facilitated by L2 exposure. Subjects performed an acceptability judgment task and two s

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Contreras Avendaño, Jeesson Stiven, Alejandro Malaver Duarte, Juan Esteban Morales Vargas, and Judith Castellanos Jaimes. "Challenges of English Language Teaching: The Case of a Public School." Enunciación 29, no. 2 (2024): 253–69. https://doi.org/10.14483/22486798.21435.

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This article presents a case study conducted at a public school, focusing on the English language proficiency of tenth-grade students. The study aimed to assess student performance in English while considering national policies like Colombia’s National Bilingualism Plan. The data collection methods included field notes, interviews, and diagnostic tests to analyze language proficiency levels. The findings revealed some factors hindering the development of proficiency, such as student disinterest, the lack of independent learning, and a focus on receptive skills over productive ones. The student

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Ganina, E. V., G. A. Dubinina, and I. K. Stepanyan. "Cross-Cultural Analysis of Bilingualism in Preparinginternational Students for Training Professionally Oriented Disciplines." Humanities and Social Sciences. Bulletin of the Financial University 9, no. 4 (2019): 142–47. http://dx.doi.org/10.26794/2226-7867-2019-9-4-142-147.

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The practice of using two languages in teaching students, for whom at least one of them is not native, is a constant subject of teachers’ scientific discussions. The specificity of productive bilingualism in the educational environment, the need to understand, reproduce and produce foreign-language professionally oriented texts in two languages requires detailed consideration. The ratio of the two languages is another problem analysed by the authors. How the share of each language depends on the stage of training and the socio-cultural environment is the subject of research in this work. The a

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SANDOVAL, TIFFANY C., TAMAR H. GOLLAN, VICTOR S. FERREIRA, and DAVID P. SALMON. "What causes the bilingual disadvantage in verbal fluency? The dual-task analogy." Bilingualism: Language and Cognition 13, no. 2 (2010): 231–52. http://dx.doi.org/10.1017/s1366728909990514.

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We investigated the consequences of bilingualism for verbal fluency by comparing bilinguals to monolinguals, and dominant versus non-dominant-language fluency. In Experiment 1, bilinguals produced fewer correct responses, slower first response times and proportionally delayed retrieval, relative to monolinguals. In Experiment 2, similar results were obtained comparing the dominant to the non-dominant languages within bilinguals. Additionally, bilinguals produced significantly lower-frequency words and a greater proportion of cognate responses than monolinguals, and bilinguals produced more cro

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GRANT, ANGELA, and NANCY DENNIS. "Increased processing speed in young adult bilinguals: evidence from source memory judgments." Bilingualism: Language and Cognition 20, no. 2 (2016): 327–36. http://dx.doi.org/10.1017/s1366728916000729.

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Although many studies have investigated the consequences of bilingualism on cognitive control, few have examined the impact of bilingualism on other cognitive domains, such as memory. Of these studies, most have focused on item memory and none have examined the role of bilingualism in source memory (i.e., the memory for contextual details from a previous encounter with a stimulus). In our study, young adult bilinguals and monolinguals completed a source memory test, whose different conditions were designed to stress working memory and inhibitory control. Bilinguals performed significantly fast

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Amengual, Mark. "Type of early bilingualism and its effect on the acoustic realization of allophonic variants: Early sequential and simultaneous bilinguals." International Journal of Bilingualism 23, no. 5 (2017): 954–70. http://dx.doi.org/10.1177/1367006917741364.

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Aims and Objectives/Purpose/Research Questions:This study examines the acoustic realization of phrase-initial voiced stops (/b, d, g/) and intervocalic voiced approximants ([β, ð, ɣ]) in Spanish by three groups of Spanish–English bilinguals: simultaneous bilinguals, early sequential bilinguals, and late second language (L2) Spanish learners to investigate if the type of early bilingualism has an effect on the acoustic realization of language-specific phonological processes.Design/Methodology/Approach:Early bilinguals were divided into two groups (simultaneous and sequential bilinguals), and to

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Schwell, Ronit, Michal Icht, Julia Reznick, and Yaniv Mama. "Exploring the Production Effect in Memory Reveals a Balanced Bilingual Advantage." Experimental Psychology 71, no. 1 (2024): 51–63. http://dx.doi.org/10.1027/1618-3169/a000613.

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Abstract: There is evidence suggesting that bilingual individuals demonstrate an advantage over monolinguals in performing various tasks related to memory and executive functions. The characteristics of this bilingual advantage are not unanimously agreed upon in the literature, and some even doubt it exists. The heterogeneity of the bilingual population may explain this inconsistency. Hence, it is important to identify different subgroups of bilinguals and characterize their cognitive performance. The current study focuses on the production effect, a well-established memory phenomenon, in bili

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EMMOREY, KAREN, MARCEL R. GIEZEN, and TAMAR H. GOLLAN. "Psycholinguistic, cognitive, and neural implications of bimodal bilingualism." Bilingualism: Language and Cognition 19, no. 2 (2015): 223–42. http://dx.doi.org/10.1017/s1366728915000085.

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Bimodal bilinguals, fluent in a signed and a spoken language, exhibit a unique form of bilingualism because their two languages access distinct sensory-motor systems for comprehension and production. Differences between unimodal and bimodal bilinguals have implications for how the brain is organized to control, process, and represent two languages. Evidence from code-blending (simultaneous production of a word and a sign) indicates that the production system can access two lexical representations without cost, and the comprehension system must be able to simultaneously integrate lexical inform

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White, Paul. "Continuity and Rupture: Comparative Literature and the Latin Tradition." Comparative Critical Studies 17, no. 3 (2020): 373–89. http://dx.doi.org/10.3366/ccs.2020.0370.

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Studies of the Latin tradition played a major role in the formation of Comparative Literature as a discipline. In spite of their shared origins, the disciplines of Neo-Latin studies and Comparative Literature are today rarely brought into dialogue with one another. This article argues that such dialogues can be mutually productive, and that Neo-Latin literature exemplifies, and itself engages with, some of the key problems at issue in the latest dispensations of Comparative Literature. Ideas of cosmopolitanism and transnationalism, of bilingualism and the dynamic interactions between languages

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Mertzani, Maria. "Translating a Portuguese poem in LIBRAS. Linguistic considerations and form-focused tasks." Belas Infiéis 8, no. 1 (2019): 253–80. http://dx.doi.org/10.26512/belasinfieis.v8.n1.2019.12785.

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Abstract The teacher of deaf children in primary education is called to apply sign bilingualism in his/her teaching, and hence to use sign language - such as LIBRAS - as the first language during in-class time, and as a school subject. This again means that all other subjects - among them Portuguese - need to be taught in SL. In fact, Portuguese is taught as the second language of deaf children. In such educational setting, the teacher needs to develop learning materials for LIBRAS. Current research lacks recording such practices, although, unofficially, it is common knowledge that teach

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Iskendir, A. A. "EPISTOLARY AND ITS ROLE IN SCIENTIFIC BIOGRAPHIES OF MONOLINGUAL AND BILINGUAL SCHOLARS." PHILOLOGICAL SCIENCES JOURNAL 1 (2023): 34–42. http://dx.doi.org/10.52081/phsj.2023.v01.i1.003.

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This article touches upon the issues of the current state of epistolary in Kazakhstan, the degree of its study based on the material of letters of Kazakh scientists, whose biographies reflect the peculiarities of the monolingual environment (in the family, school, etc.), and their scientific biography was formed in the conditions of Kazakh-Russian bilingualism. The paper touches on the controversial issues of the Russian and Kazakh languages as the languages of science in the period of socio-cultural and geopolitical transformations. The study of epistolary is most productive within the framew

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Al-shammari, Khalid. "Gender and Number Agreement in the Oral Production of L1 Arabic Among Bilingual Arab-Americans." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (2015): 839–45. http://dx.doi.org/10.24297/jal.v6i1.2884.

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Bilingualism means the ability to communicate in two languages and in some cases,with better skills in one language versus the other. Most bilinguals have one language that ismoredominant than the other due to sequential acquisition.That is, the dominant language is used in everyday communication and in school. Heritage languages are immigrant languages

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Shcherbakova, Tatyana I. "Mordovian Autonomy in the Labyrinths of Modernization." Economic History 20, no. 1 (2024): 67–80. http://dx.doi.org/10.15507/2409-630x.064.020.202401.067-080.

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Introduction. National autonomies arose during the period of nation-building as a form of overcoming the backwardness of non-Russian peoples. The article examines the features of the formation of the Mordovian autonomy, as well as the nature and results of the transformation of the region during its existence. Materials and Methods. The tasks of the article are realized through the analysis of documents from the Central State Archive of the Republic of Mordovia. Results. The Mordovian autonomy was formed in a decade later than the rest, in the context of a paradigm shift in the national policy

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SHERKINA-LIEBER, MARINA, ANA T. PEREZ-LEROUX, and ALANA JOHNS. "Grammar without speech production: The case of Labrador Inuttitut heritage receptive bilinguals." Bilingualism: Language and Cognition 14, no. 3 (2011): 301–17. http://dx.doi.org/10.1017/s1366728910000210.

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We examine morphosyntactic knowledge of Labrador Inuttitut by Inuit receptive bilinguals (RBs) – heritage speakers who are capable of comprehension, but produce little or no speech. A grammaticality judgment study suggests that RBs possess sensitivity to morphosyntactic violations, though to a lesser degree than fluent bilinguals. Low-proficiency RBs are sensitive only to the most basic grammatical properties. Case omission is most difficult to detect, but morphemes bearing incorrect features (case oversuppliance, number agreement mismatch) or ordered incorrectly (tense and agreement, tense an

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Herbert, Marjorie, and Acrisio Pires. "Bilingualism and bimodal code-blending among deaf ASL-English bilinguals." Proceedings of the Linguistic Society of America 2 (June 12, 2017): 14. http://dx.doi.org/10.3765/plsa.v2i0.4054.

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The audiologically deaf members of the American Deaf community display bilingual competence in American Sign Language (ASL) and English, although their language acquisition trajectories often involve delayed exposure to one or both languages. There is a great deal of variation in terms of production among these signers, ranging from very ASL-typical to productions that seem to display heavy English influence. The latter, mixed productions, coined “Contact Signing” by Lucas & Valli (1992), could be representative of a type of codeswitching, referred to as ‘code-blending’ in sign language-sp

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Janssens, Sonja, Luk van Mensel, Alexis Housen, and Michel Pierrard. "De Ontwikkeling Van Productieve Nt2-Vaardigheden Van Franstalige Leerlingen In Het Nederlandstalige Onderwijs In Brussel." Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 179–87. http://dx.doi.org/10.1075/ttwia.74.17jan.

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In the officially bilingual Belgian capital Brussels, two independent education systems operate in parallel: a Dutch-language education system and a French-language education system. Pupils and parents can choose between both systems freely and independently of their home language background. Many Francophone parents prefer to enrol their children in Dutch-language schools in Brussels, because they believe this will stimulate their bilingual development. As a consequence of the massive inflow of French-speaking pupils in Dutch-language education in Brussels, an atypical form of education has e

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Karabay, Akmaral, and Naureen Durrani. "The Evolution of English Medium Instruction Research in Higher Education: A Bibliometric Study." Education Sciences 14, no. 9 (2024): 982. http://dx.doi.org/10.3390/educsci14090982.

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The expansion of English medium instruction (EMI) in higher education has generated significant scholarly interest, resulting in an increasing body of research across different contexts. This bibliometric study examines 1522 publications in the Scopus database to explore the intellectual, conceptual, and social structure of the EMI literature in higher education. Findings revealed substantial growth in publications and citations between 1974 and 2024, showing a notable increase in productivity after 2018. Most cited authors focus on EMI within their affiliated country, but some affiliated with

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Meijers, Guust. "Woordverwerving Door Eentalige en Tweetalige Kinderen bu Engels in Het Basisonderwijs." Lexicon en taalverwerving 34 (January 1, 1989): 67–75. http://dx.doi.org/10.1075/ttwia.34.09mei.

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Since 1985 English has been an obligatory subject in the last two classes of Dutch primary schools. This fact provided an inducement to carry out an investigation to examine if balanced bilingual Turkish and Moroccan children would react differently from Dutch monolingual children to these English classes. Surprisingly research into third language learning appears to be very rare and seems to indicate on the one hand that bilingualism is not always an advantage. On the other hand research on cognitive and metalinguistic abilities of bilingual children suggests that bilinguals may benefit from

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DE HOUWER, ANNICK, MARC H. BORNSTEIN, and DIANE L. PUTNICK. "A bilingual–monolingual comparison of young children's vocabulary size: Evidence from comprehension and production." Applied Psycholinguistics 35, no. 6 (2013): 1189–211. http://dx.doi.org/10.1017/s0142716412000744.

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ABSTRACTIt is often assumed that young bilinguals are lexically delayed in comparison to monolinguals. A comprehensive comparison of comprehension and production vocabulary in 31 firstborn bilingual and 30 matched monolingual children fails to find empirical foundation for this assumption. Several raters completed Dutch and French adaptations of the MacArthur Communicative Development Inventories for children aged 13 and 20 months. At 13 months, bilinguals understood more words than did monolinguals; at 20 months, monolinguals knew more Dutch words than did bilinguals (combining comprehension

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Amengual, Mark. "Phonetics of Early Bilingualism." Annual Review of Linguistics 10, no. 1 (2024): 191–210. http://dx.doi.org/10.1146/annurev-linguistics-031522-102542.

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This article presents an overview of recent research on the phonetics of early bilinguals, individuals who have acquired both of their languages early in life, by either growing up being exposed to two languages since birth (i.e., simultaneous bilinguals) or having initially learned their first language with the second language introduced at a later stage during their childhood (i.e., early sequential or successive/consecutive bilinguals). This review puts forth empirical evidence from methodologically and theoretically diverse studies on the phonetics of early bilingualism and considers expla

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TRIBUSHININA, ELENA, MARLOES MAK, ELENA DUBINKINA, and WILLEM M. MAK. "Adjective production by Russian-speaking children with developmental language disorder and Dutch–Russian simultaneous bilinguals: Disentangling the profiles." Applied Psycholinguistics 39, no. 5 (2018): 1033–64. http://dx.doi.org/10.1017/s0142716418000115.

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ABSTRACTBilingual children with reduced exposure to one or both languages may have language profiles that are apparently similar to those of children with developmental language disorder (DLD). Children with DLD receive enough input, but have difficulty using this input for acquisition due to processing deficits. The present investigation aims to determine aspects of adjective production that are differentially affected by reduced input (in bilingualism) and reduced intake (in DLD). Adjectives were elicited from Dutch–Russian simultaneous bilinguals with limited exposure to Russian and Russian

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Cummings Ruiz, Laura D., and Silvina Montrul. "Assessing Rhotic Production by Bilingual Spanish Speakers." Languages 5, no. 4 (2020): 51. http://dx.doi.org/10.3390/languages5040051.

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Due to its articulatory precision, the Spanish rhotic system is generally acquired in late childhood by monolingually-raised (L1) Spanish speakers. Heritage speakers and second language (L2) learners, unlike L1 speakers, risk an incomplete acquisition of the rhotic system due to limited Spanish input and possible phonological interference from English. In order to examine the effects of age of onset of bilingualism and cross-linguistic influence on bilinguals’ rhotic productions, twenty-four adult participants (six sequential bilingual heritage speakers, six simultaneous bilingual heritage spe

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Sultan, Sameera. "English Language Learning and the Identity of Muslim Undergraduate Students in Pakistan." Register Journal 18, no. 1 (2025): 1–29. https://doi.org/10.18326/register.v18i1.1-29.

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This study examines how English language learning influences the identity of Muslim undergraduate students at a private university in Pakistan, considering its significance in national, religious, and global contexts. Using a qualitative research approach, data was collected through a survey of students from a well-reputed university in Karachi. A questionnaire developed by Yihong et al. (2007) measured identity changes using a five-point Likert scale across six categories: self-confidence, additive change, subtractive change, productive change, split change, and zero change. Grounded in bilin

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Silva-Corvalán, Carmen. "Simultaneous bilingualism: Early developments, incomplete later outcomes?" International Journal of Bilingualism 22, no. 5 (2016): 497–512. http://dx.doi.org/10.1177/1367006916652061.

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Purpose: Research on the language of heritage speakers has shown that in situations of societal bilingualism the functionally restricted language evidences the simplification of some grammatical domains. A frequent question is whether this stage of grammatical simplification is due to incomplete or interrupted acquisition in the early years of a bilingual’s life, or a result of processes of attrition of acquired knowledge of the underused language. This article considers the issue of incompleteness through an examination of the relationship between bilingual children’s developing grammars and

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Skorobogatova, Aleksandra S., Anna Smirnova Henriques, Svetlana Ruseishvili, Irina Sekerina, and Sandra Madureira. "Verbal working memory assessment in Russian-Brazilian Portuguese bilinguals." Cadernos de Linguística 2, no. 4 (2021): e572. http://dx.doi.org/10.25189/2675-4916.2021.v2.n4.id572.

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In Brazil, the learning of a second language (L2) by native Brazilian Portuguese speakers has been extensively explored, but studies on language processing and language interaction among bilinguals are quite recent. The late bilingualism of the first-generation immigrants has been studied mainly from the perspective of their difficulties in learning Brazilian Portuguese. Brazil has numerous communities of heritage speakers of many languages such as Japanese, German, Italian, Polish, Ukrainian, and Russian. However, the number of studies that focus on the bilingual speech of heritage speakers i

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Smithson, Lisa, Elena Nicoladis, and Paula Marentette. "Bilingual children’s gesture use." Gesture 11, no. 3 (2011): 330–47. http://dx.doi.org/10.1075/gest.11.3.04smi.

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Previous studies have shown that bilinguals use more manual gestures than monolinguals (Pika et al., 2006; Nicoladis et al., 2009), suggesting that gestures may facilitate lexical retrieval or may reduce the cognitive load on working memory during speech production. In this study, we tested the generalizability of these findings by comparing the use of gestures in three groups of children (English monolinguals, Mandarin Chinese-English bilinguals, and French-English bilinguals) between 7 and 10 years of age as they retold two short stories about a cartoon. The bilingual children were asked to

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Yang, Yike. "Acoustic Analyses of L1 and L2 Vowel Interactions in Mandarin–Cantonese Late Bilinguals." Acoustics 6, no. 2 (2024): 568–78. http://dx.doi.org/10.3390/acoustics6020030.

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While the focus of bilingual research is frequently on simultaneous or early bilingualism, the interactions between late bilinguals’ first language (L1) and second language (L2) have rarely been studied previously. To fill this research gap, the aim of the current study was to investigate the production of vowels in the L1 Mandarin and L2 Cantonese of Mandarin–Cantonese late bilinguals in Hong Kong. A production experiment was conducted with 22 Mandarin–Cantonese bilinguals, as well as with 20 native Mandarin speakers and 21 native Cantonese speakers. Acoustic analyses, including formants of a

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

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

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Kim, Ji Young. "Spanish–English Cross-Linguistic Influence on Heritage Bilinguals’ Production of Uptalk." Languages 8, no. 1 (2023): 22. http://dx.doi.org/10.3390/languages8010022.

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The present study examines the production of uptalk in Spanish and in English by Spanish heritage speakers in Southern California. Following the L2 Intonation Learning Theory, we propose that cross-linguistic influence in heritage bilinguals’ uptalk may occur along multiple dimensions of intonation. In this study, we examined the systemic dimension (i.e., presence of uptalk and presence of uptalk with IP-final deaccenting), the frequency dimension (i.e., frequency of uptalk and frequency of uptalk with IP-final deaccenting), and the realizational dimension (i.e., pitch excursion and rise durat

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Kenji, Abe. "The Development of Coordinate Bilingualism and an Investigation into Its System." International Journal of Social Science and Humanities Research 11, no. 2 (2023): 26–31. https://doi.org/10.5281/zenodo.7810123.

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<strong>Abstract:</strong> Four coordinate bilinguals were interviewed. The researcher asked them eight questions and tape-recorded their answers. Later, their answers were carefully interpreted to clarify their bilingual system and its developmental process. The findings suggest crucial information on the paths to developing listening comprehension and oral production. <strong>Keywords:</strong> second language acquisition, bilingualism, English as a second language, coordinate bilingual, bilingual education, English education. <strong>Title:</strong> The Development of Coordinate Bilingualis

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EMMOREY, KAREN, HELSA B. BORINSTEIN, ROBIN THOMPSON, and TAMAR H. GOLLAN. "Bimodal bilingualism." Bilingualism: Language and Cognition 11, no. 1 (2008): 43–61. http://dx.doi.org/10.1017/s1366728907003203.

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Speech–sign or “bimodal” bilingualism is exceptional because distinct modalities allow for simultaneous production of two languages. We investigated the ramifications of this phenomenon for models of language production by eliciting language mixing from eleven hearing native users of American Sign Language (ASL) and English. Instead of switching between languages, bilinguals frequently produced code-blends (simultaneously produced English words and ASL signs). Code-blends resembled co-speech gesture with respect to synchronous vocal–manual timing and semantic equivalence. When ASL was the Matr

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Cox, Jessica G., Ashley LaBoda, and Najee Mendes. "“I'm gonna Spanglish it on you”: Self-reported vs. oral production of Spanish–English codeswitching." Bilingualism: Language and Cognition 23, no. 2 (2019): 446–58. http://dx.doi.org/10.1017/s1366728919000129.

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AbstractMuch bilingualism research includes some consideration of codeswitching, which may be measured via self-report, an experimental task, or sociolinguistic interview; however, there is little triangulation across measures in either psycholinguistic or sociolinguistic approaches. To consider possible differences between self-report and oral production of codeswitching, Spanish–English bilinguals completed a codeswitching questionnaire and oral production in an autobiographical memory task. They also completed proficiency and executive function tests. We found that broad measures of self-re

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Baran, Urszula. "Transferencja italianizmów i wenecjanizmów w chorwackich gwarach czakawskich Dalmacji." Studia z Filologii Polskiej i Słowiańskiej 46 (September 25, 2015): 103–26. http://dx.doi.org/10.11649/sfps.2011.007.

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The borrowing process of Italianisms and Venecianisms in Croatian Čakavian local languages of DalmatiaItalian and Venetian loanwords in the territory of Dalmatia were the result of complex, lengthy and intensive contacts, first Croatian-Romanian and later Croatian-Italian. In Dalmatia these are the Roman languages which have clearly indicated their presence in vocabulary and numerous works of linguists and dialectologists were devoted to this phenomenon. Apart from linguistic sources, also the historical ones inform us about multiculturalism and bilingualism, which developed in the Dalmatian c

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Dewi, Fitria Azifah, and Sisilia Setiawati Halimi. "Pedagogic Interaction in an Online EFL Class at a Junior High School in Depok." Lingua Cultura 16, no. 1 (2022): 33–41. http://dx.doi.org/10.21512/lc.v16i1.7764.

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The research was conducted to investigate how the teacher built pedagogic interactions with the students in an online EFL class in Depok, including how the teacher used speech structures, language shifts, and how the students perceived the interactions. The shift to online learning in the pandemic era had affected the quality of learning. Due to the complexity of online learning, interpersonal interactions between teachers and students were frequently overlooked in an online class. Applying exploratory sequential mixed methods, the research was meant to provide findings that could be used to i

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Rezepova, Anastassia, and Natalia Tshuikina. "BLOG AS A PLATFORM FOR LEARNER-CENTERED APPROACH IN TEACHING BILINGUALS." Problems of Education in the 21st Century 41, no. 1 (2012): 130–39. http://dx.doi.org/10.33225/pec/12.41.130.

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The article presents grounds for necessity for implying a learner-oriented course for bilinguals studying in modern Estonian school. Such a course is caused by changes in the State Curriculum. The second supposition is the need in teaching Russian to bilinguals not as a foreign language but as one of native ones, which is not provided by curricula of Estonian-speaking educational institutions, although many of them count more than 10% of students from Russian-speaking families. As a result, bilingual students fairly and without accent speak Russian, however experiencing difficulties in reading

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Francis Beach, Elizabeth, Denis Burnham, and Christine Kitamura. "Bilingualism and the relationship between perception and production: Greek/English bilinguals and Thai bilabial stops." International Journal of Bilingualism 5, no. 2 (2001): 221–35. http://dx.doi.org/10.1177/13670069010050020501.

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

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

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