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Artículos de revistas sobre el tema "Bilingual"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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Marlina, Leni. "BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 2 (2017): 182. http://dx.doi.org/10.24036/ld.v10i2.7429.

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BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012. To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012. To explore their detail experie

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Olson, Daniel J. "Bilingual Language Dominance and Code-switching Patterns." Heritage Language Journal 21, no. 1 (2024): 1–29. http://dx.doi.org/10.1163/15507076-bja10027.

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Abstract Code-switching, the alternation between two languages in an interaction, is a salient characteristic of bilingual speech, but there is substantial variability in code-switching patterns among bilinguals. Language dominance, the relative strength of a bilingual’s languages, has been suggested as a key factor that impacts both the frequency with which a bilingual engages in code-switching and the directionality of code-switching. This study examines the relationship between language dominance and code-switching engagement and directionality. A total of 454 Spanish–English bilinguals com

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Rahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View." Tell : Teaching of English Language and Literature Journal 6, no. 1 (2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.

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Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, t

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Arêas da Luz Fontes, Ana Beatriz, Luciana De Souza Brentano, Pâmela Freitas Pereira Toassi, Catherine Sittig, and Ingrid Finger. "EVIDENCE OF NON-SELECTIVE LEXICAL ACCESS IN CHILDREN FROM A PORTUGUESE-ENGLISH BILINGUAL SCHOOL." PROLÍNGUA 15, no. 2 (2021): 183–97. http://dx.doi.org/10.22478/ufpb.1983-9979.2020v15n2.54901.

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The issue of language selectivity regarding lexical access of bilingual adults has been thoroughly reported in the literature. However, studies with bilingual children are still limited, especially in the Brazilian context. To fill this gap, the present study was conducted with the goal of investigating whether the same cognate facilitation effect reported for bilingual adults is also true for bilingual children. To do so, two experiments were carried out. In Experiment 1, 53 Portuguese-English bilingual children from 3rd and 7th grade took part in a lexical decision task which had a Portugues

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de Bruin, Angela. "Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences." Behavioral Sciences 9, no. 3 (2019): 33. http://dx.doi.org/10.3390/bs9030033.

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No two bilinguals are the same. Differences in bilingual experiences can affect language-related processes but have also been proposed to modulate executive functioning. Recently, there has been an increased interest in studying individual differences between bilinguals, for example in terms of their age of acquisition, language proficiency, use, and switching. However, and despite the importance of this individual variation, studies often do not provide detailed assessments of their bilingual participants. This review first discusses several aspects of bilingualism that have been studied in r

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GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI, and HELLMUTH OBRIG. "Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives." Bilingualism: Language and Cognition 21, no. 2 (2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.

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Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviora

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Grosjean, Francois. "The bilingual individual." Interpreting. International Journal of Research and Practice in Interpreting 2, no. 1-2 (1997): 163–87. http://dx.doi.org/10.1075/intp.2.1-2.07gro.

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This article presents a general overview of the adult bilingual individual. First, the bilingual is defined and discussed in terms of the complementary principle, i.e. the fact that bilinguals acquire and use their languages for different purposes, in different domains of life, with different people. Next, the various language modes bilinguals find themselves in during their everyday interactions are examined. These range from the monolingual mode when they are communicating with monolinguals (and they have to deactivate all but one language) to the bilingual mode when they are interacting wit

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Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.

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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire

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Balam, Osmer, María del Carmen Parafita Couto, and Hans Stadthagen-González. "Bilingual verbs in three Spanish/English code-switching communities." International Journal of Bilingualism 24, no. 5-6 (2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.

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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability t

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BOGULSKI, CARI ANNE, MICHAEL RAKOCZY, MICHELLE GOODMAN, and ELLEN BIALYSTOK. "Executive control in fluent and lapsed bilinguals." Bilingualism: Language and Cognition 18, no. 3 (2014): 561–67. http://dx.doi.org/10.1017/s1366728914000856.

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Previous research showing a bilingual advantage on a variety of executive control tasks has typically compared monolinguals and fluent bilinguals. No study to date, however, has examined whether these effects endure for bilingual individuals who revert to monolingualism (‘lapsed bilinguals’). We investigated this question by testing monolinguals, full bilinguals, and lapsed bilinguals on a flanker task and a working memory task. Fully fluent bilinguals exhibited significantly more accurate performance than monolinguals on the working memory task, with lapsed bilinguals performing between the o

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Yager, Joanne, and Marianne Gullberg. "Asymmetric semantic interaction in Jedek-Jahai bilinguals: Spatial language in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia." International Journal of Bilingualism 24, no. 3 (2019): 492–507. http://dx.doi.org/10.1177/1367006918814378.

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Aims and objectives/purpose/research questions: We investigate semantic interaction in bilinguals’ topological relations descriptions in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia. Design/methodology/approach: Two groups of bilingual speakers of Jedek and Jahai (8 Jedek-identifying, 6 Jahai-identifying bilinguals) and two groups of monolingual Jedek and Jahai speakers (15 Jedek, 3 Jahai speakers) described the Topological Relations Picture Series in a director-matcher task, the bilinguals completing the task in both Jedek and Jahai. Data and analys

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Gursoy, Esim, and Eda Nur Ozcan. "Perceptions and Linguistic Actions of Bilingual Speakers of Turkish and English: An Explanatory Study." Advances in Language and Literary Studies 9, no. 6 (2018): 212. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.212.

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Due to the globalized world, sixty percent of world’s population is bilingual today. Such a population calls for the need to understand bilinguals from a holistic perspective since it is likely that we are surrounded by bilinguals and we are raising bilingual children. Therefore, this study investigates bilingualism from five different dimensions; their perception of bilingualism and languages as Turkish and English, prosodic features in these two languages, sense of self, biculturalism and their language choice to get an overview about bilingual speakers of Turkish and English by adopting a q

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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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Pu, He, Yazmin E. Medina, Phillip J. Holcomb, and Katherine J. Midgley. "Testing for Nonselective Bilingual Lexical Access Using L1 Attrited Bilinguals." Brain Sciences 9, no. 6 (2019): 126. http://dx.doi.org/10.3390/brainsci9060126.

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Research in the past few decades generally supported a nonselective view of bilingual lexical access, where a bilingual’s two languages are both active during monolingual processing. However, recent work by Costa et al. (2017) brought this into question by reinterpreting evidence for nonselectivity in a selective manner. We manipulated the factor of first language (L1) attrition in an event-related potential (ERP) experiment to disentangle Costa and colleagues’ selective processing proposal versus the traditional nonselective processing view of bilingual lexical access. Spanish–English bilingu

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YE, YANYAN, LEI MO, and QIHAN WU. "Mixed cultural context brings out bilingual advantage on executive function." Bilingualism: Language and Cognition 20, no. 4 (2016): 844–52. http://dx.doi.org/10.1017/s1366728916000481.

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The issue of whether bilinguals have advantages over monolinguals in cognitive functions has received ongoing research attention. Most researchers have agreed that continuously shifting between two languages enhances bilinguals' executive function, but several recent studies failed to find any evidence of bilingual advantage. In addition, the mechanism of bilingual advantage in executive function is not fully understood. Here, we hypothesized that a bilingual advantage should appear on tasks requiring an enhanced level of executive function, and tested this hypothesis in a non-language-based m

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Delcenserie, Audrey, and Fred Genesee. "The effects of age of acquisition on verbal memory in bilinguals." International Journal of Bilingualism 21, no. 5 (2016): 600–616. http://dx.doi.org/10.1177/1367006916639158.

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Aims and objectives: The purpose of the present study was to examine the effects of age of acquisition on verbal working memory (WM) in bilinguals. In light of previous studies that have found a bilingual advantage on non-verbal WM and less consistently on verbal WM, we included participants with native-like second language (L2) proficiency who had benefited from several years of dual language use and who did not differ from the monolinguals in terms of socioeconomic status in order to control for proficiency. Very few studies have looked at bilinguals’ performance on measures of both verbal a

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Kiran, Swathi, Isabel Balachandran, and Jason Lucas. "The Nature of Lexical-Semantic Access in Bilingual Aphasia." Behavioural Neurology 2014 (2014): 1–18. http://dx.doi.org/10.1155/2014/389565.

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Background.Despite a growing clinical need, there are no clear guidelines on assessment of lexical access in the two languages in individuals with bilingual aphasia.Objective.In this study, we examined the influence of language proficiency on three tasks requiring lexical access in English and Spanish bilingual normal controls and in bilingual individuals with aphasia.Methods.12 neurologically healthy Spanish-English bilinguals and 10 Spanish-English bilinguals with aphasia participated in the study. All participants completed three lexical retrieval tasks: two picture-naming tasks (BNT, BPNT)

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Šimáčková, Šárka, and Václav Podlipský. "Patterns of Short-Term Phonetic Interference in Bilingual Speech." Languages 3, no. 3 (2018): 34. http://dx.doi.org/10.3390/languages3030034.

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Previous research indicates that alternating between a bilingual’s languages during speech production can lead to short-term increases in cross-language phonetic interaction. However, discrepancies exist between the reported L1–L2 effects in terms of direction and magnitude, and sometimes the effects are not found at all. The present study focused on L1 interference in L2, examining Voice Onset Time (VOT) of English voiceless stops produced by L1-dominant Czech-English bilinguals—interpreter trainees highly proficient in L2-English. We tested two hypotheses: (1) switching between languages ind

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Prior, Anat, and Tamar H. Gollan. "Good Language-Switchers are Good Task-Switchers: Evidence from Spanish–English and Mandarin–English Bilinguals." Journal of the International Neuropsychological Society 17, no. 4 (2011): 682–91. http://dx.doi.org/10.1017/s1355617711000580.

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AbstractBilingual advantages in executive control tasks are well documented, but it is not yet clear what degree or type of bilingualism leads to these advantages. To investigate this issue, we compared the performance of two bilingual groups and monolingual speakers in task-switching and language-switching paradigms. Spanish–English bilinguals, who reported switching between languages frequently in daily life, exhibited smaller task-switching costs than monolinguals after controlling for between-group differences in speed and parent education level. By contrast, Mandarin–English bilinguals, w

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Masullo, Camilla, Alba Casado, and Evelina Leivada. "The role of minority language bilingualism in spotting agreement attraction errors: Evidence from Italian varieties." PLOS ONE 19, no. 2 (2024): e0298648. http://dx.doi.org/10.1371/journal.pone.0298648.

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Bilingual adaptations remain a subject of ongoing debate, with varying results reported across cognitive domains. A possible way to disentangle the apparent inconsistency of results is to focus on the domain of language processing, which is what the bilingual experience boils down to. This study delves into the role of the bilingual experience on the processing of agreement mismatches. Given the underrepresentation of minority bilingual speakers of non-standard varieties, we advance a unique comparative perspective that includes monolinguals, standard language bilinguals, and different groups

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OLLER, D. KIMBROUGH, BARBARA Z. PEARSON, and ALAN B. COBO-LEWIS. "Profile effects in early bilingual language and literacy." Applied Psycholinguistics 28, no. 2 (2007): 191–230. http://dx.doi.org/10.1017/s0142716407070117.

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Bilingual children's language and literacy is stronger in some domains than others. Reanalysis of data from a broad-scale study of monolingual English and bilingual Spanish–English learners in Miami provided a clear demonstration of “profile effects,” where bilingual children perform at varying levels compared to monolinguals across different test types. The profile effects were strong and consistent across conditions of socioeconomic status, language in the home, and school setting (two way or English immersion). The profile effects indicated comparable performance of bilingual and monolingua

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NICOLADIS, ELENA, and ANDRA GAVRILA. "Cross-linguistic influence in Welsh–English bilingual children's adjectival constructions." Journal of Child Language 42, no. 4 (2014): 903–16. http://dx.doi.org/10.1017/s0305000914000440.

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ABSTRACTCross-linguistic influence (CLI) refers to the linguistic influence of one of a bilingual's languages while processing the other. Researchers have debated whether CLI is better explained by the structure of bilinguals' two languages or by a combination of processing demands and structure. In this study, we test if Welsh–English bilingual children manifest CLI when producing adjectival constructions. Welsh adjectives typically appear postnominally, English adjectives typically appear prenominally. Since these structures do not overlap, there may be no CLI. If, however, CLI is a result o

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Choy, Maria C. "The Art of Bilingual Editing of Magazines." Babel. Revue internationale de la traduction / International Journal of Translation 42, no. 2 (1996): 84–94. http://dx.doi.org/10.1075/babel.42.2.04cho.

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Abstract Mass communication has become a daily feature of our technological civilisation. This is as true of cross-cultural or intercultural encounters as it is of intra-cultural communication, and mass media have facilitated effective international information flow. Bilingual editing becomes an important medium of mass communication. The effectiveness of such communication rests upon the grammatical, lexical, sociolinguistic, socio-cultural, discourse and strategic competence of participants (editors, writers, translators and readers). It rests upon their ability to use creatively and to resp

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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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Kaushanskaya, Margarita, Henrike K. Blumenfeld, and Viorica Marian. "The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers." International Journal of Bilingualism 15, no. 4 (2011): 408–25. http://dx.doi.org/10.1177/1367006911403201.

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Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish bilingual adults were administered measures of receptive English vocabulary and of phonological short-term memory. In Experiment 2, monolingual adult

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FOUCHE, Lara. "Bilingual Education and Cognitive Development: A Comparative Analysis of Early vs. Late Bilingual Learners." Journal of Education, Humanities, and Social Research 1, no. 1 (2024): 17–25. https://doi.org/10.70088/g01pwy17.

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This study investigates the cognitive developmental differences between early and late bilingual learners, focusing on cognitive flexibility, memory, and executive functions. Early bilinguals, defined as individuals who acquire two languages before the age of five, demonstrated superior cognitive flexibility, faster information processing, and enhanced executive functions compared to late bilinguals, who began learning a second language after the age of ten. Despite certain cognitive challenges faced by late bilinguals, such as slower processing speed and lower cognitive flexibility, they exhi

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BOBB, SUSAN C., and NORIKO HOSHINO. "Fusing languages in the bilingual cognitive architecture." Bilingualism: Language and Cognition 19, no. 5 (2016): 879–80. http://dx.doi.org/10.1017/s1366728916000109.

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Research on bilingualism has documented profound brain plasticity by which the bilingual experience reconfigures the cognitive system. These effects include temporary as well as more enduring ones, and parallel activation of a bilingual's two languages may well be a key factor at the root of these observed changes. Recent recommendations (Green, 2011) have emphasized that research on code-switching in particular could provide a fruitful avenue for investigating the nature of how a bilingual speaker selects words and ultimately produces an utterance. Findings to date illustrate that if anything

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LUK, GIGI, ERIC DE SA, and ELLEN BIALYSTOK. "Is there a relation between onset age of bilingualism and enhancement of cognitive control?" Bilingualism: Language and Cognition 14, no. 4 (2011): 588–95. http://dx.doi.org/10.1017/s1366728911000010.

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Young English-speaking monolingual and bilingual adults were examined for English proficiency, language use history, and performance on a flanker task. The bilinguals, who were about twenty years old, were divided into two groups (early bilinguals and late bilinguals) according to whether they became actively bilingual before or after the age of ten years. Early bilinguals and monolinguals demonstrated similar levels of English proficiency, and both groups were more proficient in English than late bilinguals. In contrast, early bilinguals produced the smallest response time cost for incongruen

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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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INDEFREY, PETER, HÜLYA ŞAHIN, and MARIANNE GULLBERG. "The expression of spatial relationships in Turkish–Dutch bilinguals." Bilingualism: Language and Cognition 20, no. 3 (2016): 473–93. http://dx.doi.org/10.1017/s1366728915000875.

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We investigated how two groups of Turkish–Dutch bilinguals and two groups of monolingual speakers of the two languages described static topological relations. The bilingual groups differed with respect to their first (L1) and second (L2) language proficiencies and a number of sociolinguistic factors. Using an elicitation tool that covers a wide range of topological relations, we first assessed the extensions of different spatial expressions (topological relation markers, TRMs) in the Turkish and Dutch spoken by monolingual speakers. We then assessed differences in the use of TRMs between the t

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Baigorri, Miriam, Luca Campanelli, and Erika S. Levy. "Perception of American–English Vowels by Early and Late Spanish–English Bilinguals." Language and Speech 62, no. 4 (2018): 681–700. http://dx.doi.org/10.1177/0023830918806933.

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Increasing numbers of Hispanic immigrants are entering the US and learning American–English (AE) as a second language (L2). Previous studies investigating the relationship between AE and Spanish vowels have revealed an advantage for early L2 learners for their accuracy of L2 vowel perception. Replicating and extending such previous research, this study examined the patterns with which early and late Spanish–English bilingual adults assimilated naturally-produced AE vowels to their native vowel inventory and the accuracy with which they discriminated the vowels. Twelve early Spanish–English bil

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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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Polinsky, Maria. "Bilingual children and adult heritage speakers: The range of comparison." International Journal of Bilingualism 22, no. 5 (2016): 547–63. http://dx.doi.org/10.1177/1367006916656048.

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This paper compares the language of child bilinguals and adult unbalanced bilinguals (heritage speakers) against that of bilingual native speakers of their home language (baseline). We identify four major vectors of correspondence across the language spoken by these three groups. First, all varieties may represent a given linguistic property in a similar way (child bilinguals = adult heritage speakers = bilingual native speakers of their home language). This occurs when either (i) the property in question is highly robust and is acquired by learners without difficulty or (ii) the property is a

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Duñabeitia, Jon Andoni, Juan Andrés Hernández, Eneko Antón, et al. "The Inhibitory Advantage in Bilingual Children Revisited." Experimental Psychology 61, no. 3 (2014): 234–51. http://dx.doi.org/10.1027/1618-3169/a000243.

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In recent decades several authors have suggested that bilinguals exhibit enhanced cognitive control as compared to monolinguals and some proposals suggest that this main difference between monolinguals and bilinguals is related to bilinguals’ enhanced capacity of inhibiting irrelevant information. This has led to the proposal of the so-called bilingual advantage in inhibitory skills. However, recent studies have cast some doubt on the locus and generality of the alleged bilingual advantage in inhibitory skills. In the current study we investigated inhibitory skills in a large sample of 252 mon

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VERREYT, NELE, EVY WOUMANS, DAVY VANDELANOTTE, ARNAUD SZMALEC, and WOUTER DUYCK. "The influence of language-switching experience on the bilingual executive control advantage." Bilingualism: Language and Cognition 19, no. 1 (2015): 181–90. http://dx.doi.org/10.1017/s1366728914000352.

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In an ongoing debate, bilingual research currently discusses whether bilingualism enhances non-linguistic executive control. The goal of this study was to investigate the influence of language-switching experience, rather than language proficiency, on this bilingual executive control advantage. We compared the performance of unbalanced bilinguals, balanced non-switching, and balanced switching bilinguals on two executive control tasks, i.e. a flanker and a Simon task. We found that the balanced switching bilinguals outperformed both other groups in terms of executive control performance, where

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Niu, Zhengkai, Zilong Li, Yunxiao Ma, Keke Yu, and Ruiming Wang. "Language Distance Moderates the Effect of a Mixed-Language Environment on New-Word Learning for 4-Year-Old Children." Brain Sciences 14, no. 5 (2024): 411. http://dx.doi.org/10.3390/brainsci14050411.

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As bilingual families increase, the phenomenon of language mixing among children in mixed-language environments has gradually attracted academic attention. This study aims to explore the impact of language mixing on vocabulary acquisition in bilingual children and whether language distance moderates this impact. We recruited two groups of bilingual children, Chinese–English bilinguals and Chinese–Japanese bilinguals, to learn two first-language new words in a monolingual environment and a mixed-language environment, respectively. The results showed that the participants could successfully reco

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Pallay, Jozef. "Testing the Lexical Competence of German in Slovak-German and German(Austrian)-Czech/Slovak Adolescent Bilinguals." Journal of Linguistics/Jazykovedný casopis 65, no. 1 (2014): 51–75. http://dx.doi.org/10.2478/jazcas-2014-0004.

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Abstract The paper builds on our previous work in the field of bilingual education and/ or the process of natural bilingualisation of Slovak-German bilinguals in Slovak educational diasporas (educational islands) in Austria. Starting point of psycholinguistic testing based on classic American Peabody Picture Vocabulary Test ( PPVT -III in its revised and German version) presented in this paper is the thesis of initial lagging behind of linguistic (lexical, grammatical) competence level of language L2 of bilingual children from preschool age in relation to various sociolinguistic variables, whi

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NAIR, VISHNU KK, BRITTA BIEDERMANN, and LYNDSEY NICKELS. "Effect of socio-economic status on cognitive control in non-literate bilingual speakers." Bilingualism: Language and Cognition 20, no. 5 (2016): 999–1009. http://dx.doi.org/10.1017/s1366728916000778.

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Previous research has suggested that the advantages for cognitive control abilities in bilinguals are attenuated when socio-economic status (SES) is controlled (e.g., Morton & Harper, 2007). This study examined the effect of SES on cognitive control in illiterate monolingual and bilingual individuals who lived in adverse social conditions. We tested monolinguals and bilinguals using Simon and Attentional Network task while controlling for two potential confounding factors: SES and literacy. Bilinguals were faster for both trials with and without conflict demonstrating overall faster respon

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Foursha-Stevenson, Cassandra, and Elena Nicoladis. "Early emergence of syntactic awareness and cross-linguistic influence in bilingual children’s judgments." International Journal of Bilingualism 15, no. 4 (2011): 521–34. http://dx.doi.org/10.1177/1367006911425818.

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Bilingual children sometimes perform better than same-aged monolingual children on metalinguistic awareness tasks, such as a grammaticality judgment. Some of these differences can be attributed to bilinguals having to learn to control attention to language choice. This study tested the hypothesis that bilingual children, as young as preschool age, would score overall higher than monolingual children on a grammaticality judgment test. French–English bilingual preschoolers judged the acceptability of three constructions in French and English (i.e. adjective–noun ordering, obligatoriness of a det

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SMITHSON, LISA, JOHANNE PARADIS, and ELENA NICOLADIS. "Bilingualism and receptive vocabulary achievement: Could sociocultural context make a difference?" Bilingualism: Language and Cognition 17, no. 4 (2014): 810–21. http://dx.doi.org/10.1017/s1366728913000813.

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The purpose of this study was to investigate receptive vocabulary achievement among French–English bilinguals in Canada. Standardized test scores of receptive vocabulary were measured in both languages from preschool, early-elementary, and late-elementary French–English bilingual children, and French–English bilingual adults. Mean vocabulary scores across all bilingual age groups were statistically equivalent to or above the standard mean in French and English with the exception of the early-elementary bilinguals who scored below the standard mean on the English vocabulary assessment. Mean voc

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Bialystok, Ellen, and Shilpi Majumder. "The relationship between bilingualism and the development of cognitive processes in problem solving." Applied Psycholinguistics 19, no. 1 (1998): 69–85. http://dx.doi.org/10.1017/s0142716400010584.

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AbstractThis study examined the effects of differing degrees of bilingualism on the nonverbal problemsolving abilities of children in grade 3. Three linguistic groups were compared on problem-solving tasks designed to measure control of attention or analysis of knowledge, processes previously shown to develop differently in monolingual and bilingual children solving linguistic problems (Bialystok, 1988). In this study, an English-speaking monolingual group was compared with a French–English bilingual group and a Bengali-English bilingual group. All of the children in the study were similar exc

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

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

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Van Wijgerden-Bachta, Louise. "Ml@h-methode in Nederlands-Poolse tweetalige opvoeding op een specifiek voorbeeld – een exploratieve case-study." Neerlandica Wratislaviensia 34 (December 29, 2023): 49–65. http://dx.doi.org/10.19195/0860-0716.34.4.

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The strategy of raising a bilingual child, also known as family language policy (FLP), has been the subject of linguistic, psychological or sociological research for many years. One way of raising bilinguals in a family environment is the minority language at home strategy (ml@h), which is often chosen by parents who live outside their home country and both speak a minority language. Parents speak to each other and to the child in their native language and the second language is acquired by the child in situations outside the home. In this article, I will present not only theoretical considera

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Marian, Viorica, and Margarita Kaushanskaya. "Words, feelings, and bilingualism." Emotion words in the monolingual and bilingual lexicon 3, no. 1 (2008): 72–91. http://dx.doi.org/10.1075/ml.3.1.06mar.

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Cross-linguistic differences in emotionality of autobiographical memories were examined by eliciting memories of immigration from bilingual speakers. Forty-seven Russian-English bilinguals were asked to recount their immigration experiences in either Russian or English. Bilinguals used more emotion words when describing their immigration experiences in the second language (English) than in the first language (Russian). Bilinguals’ immigration narratives contained more negative emotion words than positive emotion words. In addition, language preference (but not language proficiency) influenced

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Kutsuki, Aya. "The combination of words in compound nouns by Spanish-Japanese bilingual children: Transfers in unambiguous structure." International Journal of Bilingualism 23, no. 1 (2017): 256–74. http://dx.doi.org/10.1177/1367006917728387.

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Aims and Objectives: The current study’s aim was to test the ambiguity and dominance theories of transfer by examining compound noun production and comprehension by bilinguals acquiring Spanish and Japanese, as the word order of nominal compounds in these languages is always reversed, making them grammatically and theoretically unambiguous. Methodology: Ten Spanish-Japanese bilingual preschoolers completed production and comprehension elicitation tasks. Data and Analysis: The research subjects’ reversal rates were compared with those of age- and vocabulary-matched Japanese monolinguals. Findin

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Schug, Alison K., Edith Brignoni-Perez, Nasheed Jamal, and Guinevere F. Eden. "11791 Gray matter volume differences in bilingual compared to monolingual children." Journal of Clinical and Translational Science 5, s1 (2021): 20–21. http://dx.doi.org/10.1017/cts.2021.457.

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ABSTRACT IMPACT: This study examines gray matter volume differences resulting from the bilingual experience in children and adults allowing us to better understand the brains of over half of the world’s population that speaks more than one language. OBJECTIVES/GOALS: Literature is mixed regarding a bilingual advantage in executive control (EC). While it has been shown that young adult bilinguals have greater gray matter volume (GMV) than monolinguals in EC regions, there is behavioral evidence that suggests such difference would be more pronounced in children. METHODS/STUDY POPULATION: Using S

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LLEÓ, CONXITA. "Aspects of the Phonology of Spanish as a Heritage Language: from Incomplete Acquisition to Transfer." Bilingualism: Language and Cognition 21, no. 4 (2017): 732–47. http://dx.doi.org/10.1017/s1366728917000165.

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The present study analyzes percentages of target-like production of Spanish spirantization and assimilation of coda nasals place of articulation, in three groups of bilingual children simultaneously acquiring German and Spanish: two very young groups, one living in Germany and another one in Spain, and a group of 7-year-old bilinguals from Germany. There were monolingual Spanish and monolingual German control groups. The comparison between groups shows that the Spanish of bilinguals is different from that of monolinguals; and the Spanish of bilinguals in Germany is different from that of bilin

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Portin, Marja, and Matti Laine. "Processing cost associated with inflectional morphology in bilingual speakers." Bilingualism: Language and Cognition 4, no. 1 (2001): 55–62. http://dx.doi.org/10.1017/s1366728901000128.

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In this study the visual recognition of inflected, derived and monomorphemic Swedish nouns in monolingual Swedish and bilingual Finnish–Swedish speakers was investigated. While bilinguals were slower overall, the inflected items yielded disproportionately longer reaction times in the bilingual group. The derived items, on the other hand, elicited fastest reaction times in both groups. The observed processing cost associated with inflectional morphology indicates that bilingual language background can affect the recognition process for inflected words, possibly by leading to morpheme-based reco

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Т.Б., Хомуленко, та Бурейко Н.О. "ОСОБЛИВОСТІ МЕТАПАМ'ЯТІ У СТУДЕНТІВ-БІЛІНГВІВ". Вісник Харківського національного педагогічного університету імені Г.С. Сковороди "Психологія", № 55 (18 березня 2017): 296–306. https://doi.org/10.5281/zenodo.400692.

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The article presents the author's theoretical, methodological and experimental de-velopments of new psychological research of metamemory features among bilingual students. The data concerning an individual’s metamnemonic processes are analyzed and summarized. The three main profiles of bilingual students are characterized. The results of the research of metamemory features in bilingual students with different levels of speech activity self-evaluation are offered. The place and features of connection between the type of bilingualism and the level of metamemory development among the bilinguals u

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Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois, and Li Wei. "Early childhood bilingualism: effects on brain structure and function." F1000Research 9 (May 15, 2020): 370. http://dx.doi.org/10.12688/f1000research.23216.1.

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Growing up in a bilingual environment is becoming increasingly common. Yet, we know little about how this enriched language environment influences the connectivity of children’s brains. Behavioural research in children and adults has shown that bilingualism experience may boost executive control (EC) skills, such as inhibitory control and attention. Moreover, increased structural and functional (resting-state) connectivity in language-related and EC-related brain networks is associated with increased executive control in bilingual adults. However, how bilingualism factors alter brain connectiv

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