Pub Date : 2024-07-26DOI: 10.1177/13670069241260250
Helene R. Jensberg, Merete B. Anderssen, Terje Lohndal, Björn Lundquist, Marit Westergaard
Purpose:This study examines embedded clauses with adverb/negation in heritage speakers of Norwegian in North America. We ask (a) whether the production of these structures is different from the baseline, (b) how the production is different, and (c) why it is different.Methodology:50 second to fifth-generation speakers from the Corpus of American Nordic Speech (CANS) are compared with a baseline consisting of 13 first-generation speakers from the same corpus and a large corpus study on verb placement in embedded clauses in European Norwegian.Findings:The speakers behave differently from the baseline, as they use main clause word order in embedded clauses, especially when the finite verb is an auxiliary. Furthermore, there is a correlation between main clause word order in embedded clauses and V2 violations in main clauses. We propose a combination of crosslinguistic influence, language-internal drift, differential acquisition, and activation of the heritage language as possible factors affecting the speaker’s production.Originality:Whereas several studies have looked at main clause word order in the same and similar populations, not as much work has been done on embedded clauses. We also combine data from the same informants from a previous study to look at correlations between the behaviour in main and embedded clauses.Implications:This study illustrates how heritage languages are affected by different factors across speakers; where some speakers seem to simplify the language, others have held on to fine-grained distinctions.
{"title":"Verb placement in embedded clauses in heritage Norwegian","authors":"Helene R. Jensberg, Merete B. Anderssen, Terje Lohndal, Björn Lundquist, Marit Westergaard","doi":"10.1177/13670069241260250","DOIUrl":"https://doi.org/10.1177/13670069241260250","url":null,"abstract":"Purpose:This study examines embedded clauses with adverb/negation in heritage speakers of Norwegian in North America. We ask (a) whether the production of these structures is different from the baseline, (b) how the production is different, and (c) why it is different.Methodology:50 second to fifth-generation speakers from the Corpus of American Nordic Speech (CANS) are compared with a baseline consisting of 13 first-generation speakers from the same corpus and a large corpus study on verb placement in embedded clauses in European Norwegian.Findings:The speakers behave differently from the baseline, as they use main clause word order in embedded clauses, especially when the finite verb is an auxiliary. Furthermore, there is a correlation between main clause word order in embedded clauses and V2 violations in main clauses. We propose a combination of crosslinguistic influence, language-internal drift, differential acquisition, and activation of the heritage language as possible factors affecting the speaker’s production.Originality:Whereas several studies have looked at main clause word order in the same and similar populations, not as much work has been done on embedded clauses. We also combine data from the same informants from a previous study to look at correlations between the behaviour in main and embedded clauses.Implications:This study illustrates how heritage languages are affected by different factors across speakers; where some speakers seem to simplify the language, others have held on to fine-grained distinctions.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13670069241254454
Li Nguyen
Research motivation:Myers-Scotton’s Matrix Language Framework (MLF) has long been extremely influential, claiming ‘universality of support, no matter which languages are involved’. Support for this model, however, has largely come from language pairs that are typologically different in terms of their clausal word order, or else have vastly different inventories of inflectional morphology. My aim in this work is thus to test the extent to which the underlying principles of the MLF can be applied to Vietnamese–English, that is, two languages that are both subject–verb–object (SVO) and highly analytic.Approach:I apply the MLF’s main principles, i.e. the System Morpheme Principle and the Morpheme Order Principle, to Vietnamese–English codeswitching data to determine the extent to which the matrix language of each utterance could be straightforwardly established.Data and analysis:Data come from the Canberra Vietnamese English corpus (CanVEC), which contains 45 speakers from both first- and second-generation immigrants. I provide both quantitative and qualitative analyses of the MLF performance on this dataset.Findings/conclusions:Results show that MLF model fails to account for the majority of the CanVEC bilingual data, including both first- and second-generation speakers’ production. I further highlight, on empirical grounds, the equivocal nature of assuming speakers’ monolingual code as a basis of comparison, the ‘Composite ML’ notion, and the assumption of null elements in mixed speech.Originality:This is the first study that examines Vietnamese–English language contact with respect to the matrix language, using natural language production from the Vietnamese–English bilingual community in Canberra. This is also the first that empirically shows how various parts of the MLF can be both quantitatively and qualitatively problematic.Significance/implications:This work addresses a lacuna in the field, where work on minority languages and their speech communities is still much more limited, especially in comparison to English and other Indo-European languages. The data and analysis offered here serve as a modest contribution in this direction, allowing us to address existing biases and to reexamine ‘universal’ assumptions of various kinds.
{"title":"Rethinking the matrix language: Vietnamese–English code-switching in Canberra","authors":"Li Nguyen","doi":"10.1177/13670069241254454","DOIUrl":"https://doi.org/10.1177/13670069241254454","url":null,"abstract":"Research motivation:Myers-Scotton’s Matrix Language Framework (MLF) has long been extremely influential, claiming ‘universality of support, no matter which languages are involved’. Support for this model, however, has largely come from language pairs that are typologically different in terms of their clausal word order, or else have vastly different inventories of inflectional morphology. My aim in this work is thus to test the extent to which the underlying principles of the MLF can be applied to Vietnamese–English, that is, two languages that are both subject–verb–object (SVO) and highly analytic.Approach:I apply the MLF’s main principles, i.e. the System Morpheme Principle and the Morpheme Order Principle, to Vietnamese–English codeswitching data to determine the extent to which the matrix language of each utterance could be straightforwardly established.Data and analysis:Data come from the Canberra Vietnamese English corpus (CanVEC), which contains 45 speakers from both first- and second-generation immigrants. I provide both quantitative and qualitative analyses of the MLF performance on this dataset.Findings/conclusions:Results show that MLF model fails to account for the majority of the CanVEC bilingual data, including both first- and second-generation speakers’ production. I further highlight, on empirical grounds, the equivocal nature of assuming speakers’ monolingual code as a basis of comparison, the ‘Composite ML’ notion, and the assumption of null elements in mixed speech.Originality:This is the first study that examines Vietnamese–English language contact with respect to the matrix language, using natural language production from the Vietnamese–English bilingual community in Canberra. This is also the first that empirically shows how various parts of the MLF can be both quantitatively and qualitatively problematic.Significance/implications:This work addresses a lacuna in the field, where work on minority languages and their speech communities is still much more limited, especially in comparison to English and other Indo-European languages. The data and analysis offered here serve as a modest contribution in this direction, allowing us to address existing biases and to reexamine ‘universal’ assumptions of various kinds.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"309 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13670069241256479
Anne Marie Dalby Landmark, Pernille Bonnevie Hansen, Hanne Gram Simonsen, Anne-Brita Knapskog, Jan Svennevig
Aims and objectives:This study investigates how multilingual speakers with dementia mobilise their multilingual and interactional resources when searching for words in a naming test setting, and how their word-search behaviour relates to lexical retrieval processes characteristic of multilinguals, as well as to aspects of cognitive decline.Methodology and approach:The study takes an interdisciplinary approach by combining conversation analysis (CA) with psycholinguistic perspectives on lexical access and neurological perspectives on cognitive decline.Data and analysis:Data for the study are video/audio-recordings of seven multilingual speakers with dementia carrying out a naming test in their two common languages, English and Norwegian. CA was used for analysing the data and developing a coding scheme for word-search strategies. These findings were explored with statistical analysis based on language background, test scores, word proprieties/psycholinguistic properties, and cognitive/diagnostic assessment.Findings/conclusions:Multilingual speakers with dementia mainly used six general word-search strategies in the Norwegian and English naming test sessions: turn-holding, semantic searches, phonetic searches, embodied demonstrations, code-switching to another language, and inviting help from the conversation partner. The participants used more search-strategies in English, although it was their stronger language. Code-switching appeared to be the most successful strategy in English and phonetic searches appeared to be the most successful strategy in Norwegian. In-depth analysis of two participants indicate a benefit of using multiple strategies, drawing on their full linguistic repertoire.Originality:The study adds new knowledge to the interrelated, but previously separated areas of psycholinguistic word-finding difficulties and interactional word-searching behaviour, in the context of multilingual dementia.Implications:The study has implications for our understanding of the relation between observable word-searching behaviour and mental processes of word finding in multilinguals with dementia. The study also contributes to our growing understanding of test situations as interaction, with implications for everyday interaction and clinical practice.
{"title":"Word searching in multilingual dementia: An interdisciplinary approach","authors":"Anne Marie Dalby Landmark, Pernille Bonnevie Hansen, Hanne Gram Simonsen, Anne-Brita Knapskog, Jan Svennevig","doi":"10.1177/13670069241256479","DOIUrl":"https://doi.org/10.1177/13670069241256479","url":null,"abstract":"Aims and objectives:This study investigates how multilingual speakers with dementia mobilise their multilingual and interactional resources when searching for words in a naming test setting, and how their word-search behaviour relates to lexical retrieval processes characteristic of multilinguals, as well as to aspects of cognitive decline.Methodology and approach:The study takes an interdisciplinary approach by combining conversation analysis (CA) with psycholinguistic perspectives on lexical access and neurological perspectives on cognitive decline.Data and analysis:Data for the study are video/audio-recordings of seven multilingual speakers with dementia carrying out a naming test in their two common languages, English and Norwegian. CA was used for analysing the data and developing a coding scheme for word-search strategies. These findings were explored with statistical analysis based on language background, test scores, word proprieties/psycholinguistic properties, and cognitive/diagnostic assessment.Findings/conclusions:Multilingual speakers with dementia mainly used six general word-search strategies in the Norwegian and English naming test sessions: turn-holding, semantic searches, phonetic searches, embodied demonstrations, code-switching to another language, and inviting help from the conversation partner. The participants used more search-strategies in English, although it was their stronger language. Code-switching appeared to be the most successful strategy in English and phonetic searches appeared to be the most successful strategy in Norwegian. In-depth analysis of two participants indicate a benefit of using multiple strategies, drawing on their full linguistic repertoire.Originality:The study adds new knowledge to the interrelated, but previously separated areas of psycholinguistic word-finding difficulties and interactional word-searching behaviour, in the context of multilingual dementia.Implications:The study has implications for our understanding of the relation between observable word-searching behaviour and mental processes of word finding in multilinguals with dementia. The study also contributes to our growing understanding of test situations as interaction, with implications for everyday interaction and clinical practice.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"70 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13670069241259290
Theologia Tziampiri, Anne-Mieke M. M. Thieme, Josje Verhagen
Background:Earlier studies have shown that parents may adopt various discourse strategies in response to children’s language mixing, which vary in the extent to which they encourage their child to speak a certain language. Specifically, when the child switches to another language during a conversation, parents may pretend not to understand the child, encourage the child to speak the original language of the conversation, or codeswitch to the other language. Existing work has typically studied the use of such discourse strategies through observations in case studies and focused mostly on child language outcomes.Aims:The aims of the current study are to examine (1) what discourse strategies parents use, (2) why they use them, and (3) how their use of these strategies relates to beliefs about child-rearing and attitudes towards multilingualism.Method and results:Qualitative data were collected through interviews with eight parents of multilingual children in the Netherlands. The results show that parents largely used strategies that encourage children to maintain the language of conversation, without putting too much pressure on the child. Parents’ reasons for using each of the strategies were diverse and related to, among others, parents’ ideologies about multilingual parenting and impact belief, children’s age, and the circumstances of the situation, such as the presence of other people and the child’s physical or emotional state.Conclusion:Taken together, these findings indicate that parents’ choice of strategies depends on a variety of psychological and contextual factors. As such, the findings provide a starting point for future more in-depth studies on how parents socialize their children to become multilingual language users.
{"title":"Discourse strategies in multilingual families: A qualitative analysis of interviews with parents in the Netherlands","authors":"Theologia Tziampiri, Anne-Mieke M. M. Thieme, Josje Verhagen","doi":"10.1177/13670069241259290","DOIUrl":"https://doi.org/10.1177/13670069241259290","url":null,"abstract":"Background:Earlier studies have shown that parents may adopt various discourse strategies in response to children’s language mixing, which vary in the extent to which they encourage their child to speak a certain language. Specifically, when the child switches to another language during a conversation, parents may pretend not to understand the child, encourage the child to speak the original language of the conversation, or codeswitch to the other language. Existing work has typically studied the use of such discourse strategies through observations in case studies and focused mostly on child language outcomes.Aims:The aims of the current study are to examine (1) what discourse strategies parents use, (2) why they use them, and (3) how their use of these strategies relates to beliefs about child-rearing and attitudes towards multilingualism.Method and results:Qualitative data were collected through interviews with eight parents of multilingual children in the Netherlands. The results show that parents largely used strategies that encourage children to maintain the language of conversation, without putting too much pressure on the child. Parents’ reasons for using each of the strategies were diverse and related to, among others, parents’ ideologies about multilingual parenting and impact belief, children’s age, and the circumstances of the situation, such as the presence of other people and the child’s physical or emotional state.Conclusion:Taken together, these findings indicate that parents’ choice of strategies depends on a variety of psychological and contextual factors. As such, the findings provide a starting point for future more in-depth studies on how parents socialize their children to become multilingual language users.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"70 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/13670069241257015
Ana Souza, Vally Lytra
Aim:We investigate how children in the Sri Lankan Tamil Hindu/Saiva faith community in London learn and use Sanskrit alongside Tamil and/or English and other multimodal and embodied resources to communicate with the Divine.Methodology:The data were collected as part of a 3-year multi-sited collaborative team ethnography documenting how migrant children become literate in faith settings.Data and analysis:The data consist of participant observations across religious education classes, the Temple, and the home, and interviews with the key participant child, Chantia, her brother and the Chief priest at the Temple. The analysis focuses on instances in the data where sacred language learning and performance are thematised. In addition, we analyse a digital video recording of Chantia’s daily morning prayers using transvisuals.Findings:Learning Sanskrit consists of integrating a limited set of Sanskrit religious texts and practices, such as key religious concepts, mantras, and poetic verses in children’s evolving religious repertoire and is embedded in children’s everyday religious socialisation across contexts. Chantia unites and syncretises a range of conventionalised semiotic resources, including religious texts in Sanskrit to communicate with the Divine and personalise her act of worship.Conclusions:Children’s religious repertoires are learned, deployed, adapted, and expanded differently depending on the affordances of the socio-cultural context. Chantia’s meaning-making process is much more complex than the rigid categorisation of the different modal resources she deploys, forming an integrated system of communication.Originality:Our conceptualisation of Sanskrit sacred language learning is anchored on a multilingual and multimodal perspective that does not privilege Sanskrit over other (sacred) languages nor linguistic over non-linguistic resources.Significance:Our paper extends current critique of logocentric perspectives in applied and sociolinguistics to the examination of religious repertoires that are often driven by a communication hierarchy positioning sacred languages at the top and other aspects of communication as secondary.
{"title":"Learning and performing Sanskrit as a sacred language: Children’s religious repertoires and syncretic practice in London","authors":"Ana Souza, Vally Lytra","doi":"10.1177/13670069241257015","DOIUrl":"https://doi.org/10.1177/13670069241257015","url":null,"abstract":"Aim:We investigate how children in the Sri Lankan Tamil Hindu/Saiva faith community in London learn and use Sanskrit alongside Tamil and/or English and other multimodal and embodied resources to communicate with the Divine.Methodology:The data were collected as part of a 3-year multi-sited collaborative team ethnography documenting how migrant children become literate in faith settings.Data and analysis:The data consist of participant observations across religious education classes, the Temple, and the home, and interviews with the key participant child, Chantia, her brother and the Chief priest at the Temple. The analysis focuses on instances in the data where sacred language learning and performance are thematised. In addition, we analyse a digital video recording of Chantia’s daily morning prayers using transvisuals.Findings:Learning Sanskrit consists of integrating a limited set of Sanskrit religious texts and practices, such as key religious concepts, mantras, and poetic verses in children’s evolving religious repertoire and is embedded in children’s everyday religious socialisation across contexts. Chantia unites and syncretises a range of conventionalised semiotic resources, including religious texts in Sanskrit to communicate with the Divine and personalise her act of worship.Conclusions:Children’s religious repertoires are learned, deployed, adapted, and expanded differently depending on the affordances of the socio-cultural context. Chantia’s meaning-making process is much more complex than the rigid categorisation of the different modal resources she deploys, forming an integrated system of communication.Originality:Our conceptualisation of Sanskrit sacred language learning is anchored on a multilingual and multimodal perspective that does not privilege Sanskrit over other (sacred) languages nor linguistic over non-linguistic resources.Significance:Our paper extends current critique of logocentric perspectives in applied and sociolinguistics to the examination of religious repertoires that are often driven by a communication hierarchy positioning sacred languages at the top and other aspects of communication as secondary.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"63 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/13670069241260941
Carla Contemori, Sabrina Mossman
Aims and objectives:L2 learners who speak a null subject (L1 Spanish) and a non-null subject language (L2 English) may experience cross-linguistic interference from the L2 on L1 pronoun interpretation. In this study, we test pronoun interpretation in the L1 and L2 of adult learners, in comparison with two groups of monolingual speakers, to assess if L1 pronoun interpretation can change as a result of L2 acquisition at intermediate-advanced levels of L2 proficiency and in the absence of long L2 immersion.Methodology:A group of L2 English speakers (L1 Spanish) participated in two offline sentence comprehension tasks where they interpreted pronouns in the L1 and L2. The results are compared with English and Spanish monolingual speakers.Data and analysis:We find that adult English learners comprehend pronouns in their L1 (Spanish) differently than Spanish monolingual speakers, demonstrating a strong subject bias for interpreting null and overt pronouns. In addition, we show that pronoun interpretation patterns acquired in the L2 explain the changes to L1 interpretation biases.Conclusions:The results of this study significantly advance the understanding of the factors that contribute to bilingual language comprehension, showing the permeability of the L1 comprehension system at the discourse level as soon as the L2 sets in.
{"title":"Pronoun interpretation in intermediate-advanced L2 English speakers: L2 to L1 cross-linguistic effects","authors":"Carla Contemori, Sabrina Mossman","doi":"10.1177/13670069241260941","DOIUrl":"https://doi.org/10.1177/13670069241260941","url":null,"abstract":"Aims and objectives:L2 learners who speak a null subject (L1 Spanish) and a non-null subject language (L2 English) may experience cross-linguistic interference from the L2 on L1 pronoun interpretation. In this study, we test pronoun interpretation in the L1 and L2 of adult learners, in comparison with two groups of monolingual speakers, to assess if L1 pronoun interpretation can change as a result of L2 acquisition at intermediate-advanced levels of L2 proficiency and in the absence of long L2 immersion.Methodology:A group of L2 English speakers (L1 Spanish) participated in two offline sentence comprehension tasks where they interpreted pronouns in the L1 and L2. The results are compared with English and Spanish monolingual speakers.Data and analysis:We find that adult English learners comprehend pronouns in their L1 (Spanish) differently than Spanish monolingual speakers, demonstrating a strong subject bias for interpreting null and overt pronouns. In addition, we show that pronoun interpretation patterns acquired in the L2 explain the changes to L1 interpretation biases.Conclusions:The results of this study significantly advance the understanding of the factors that contribute to bilingual language comprehension, showing the permeability of the L1 comprehension system at the discourse level as soon as the L2 sets in.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-22DOI: 10.1177/13670069241258931
Claudio Fuenzalida-Muñoz
Purpose:The purpose of this study is to investigate the phonological development of bilingual children in Spanish and Valencian to provide additional cross-linguistic evidence concerning the specificities of bilingual phonological acquisition compared with that of monolingual children. The comparison between Valencian/Spanish-bilingual and Spanish-monolingual children will focus on the production of codas and phonological processes.Methodology:Ten typically developing Valencian/Spanish bilingual and 10 typically developing Spanish-monolingual children aged between 2;9 and 5;6 (mean of 4;1) were assessed through a confrontation naming task.Data and Analysis:The subjects were classified according to being monolingual or bilingual and to the language in which the task was performed. The data analysis consisted of comparing between-groups and within-groups all the variables considered for this study through means and percentage correct.Findings:The major findings indicated a complex interrelation between language of input and monolingualism/bilingualism. Despite common trends in the development observed across groups, the bilingual children differed from the Spanish monolinguals in significant areas such as codas and phonological processes. There were also differences within the same bilingual sample between language performance in Valencian and Spanish.Implications:These results suggest that the frequency of distribution of certain phonological features in the input language will lead to a specific pattern of acquisition that is not standard across languages. Bilinguals appear to acquire two phonological systems that differ from monolingual children’s, suggesting that learning more than one language gives rise to an interaction between the two phonologies.Originality:The current study designed a very sophisticated confrontation naming task whose stimuli could be the initial draft of a phonological assessment. It also collected and analysed speech samples that constitute a valuable database for future research. Finally, it provides important additional evidence concerning bilingual acquisition, a topic that is crucial to a better understanding of the processes involved in language acquisition.
{"title":"Phonological development of Spanish–Valencian bilingual children","authors":"Claudio Fuenzalida-Muñoz","doi":"10.1177/13670069241258931","DOIUrl":"https://doi.org/10.1177/13670069241258931","url":null,"abstract":"Purpose:The purpose of this study is to investigate the phonological development of bilingual children in Spanish and Valencian to provide additional cross-linguistic evidence concerning the specificities of bilingual phonological acquisition compared with that of monolingual children. The comparison between Valencian/Spanish-bilingual and Spanish-monolingual children will focus on the production of codas and phonological processes.Methodology:Ten typically developing Valencian/Spanish bilingual and 10 typically developing Spanish-monolingual children aged between 2;9 and 5;6 (mean of 4;1) were assessed through a confrontation naming task.Data and Analysis:The subjects were classified according to being monolingual or bilingual and to the language in which the task was performed. The data analysis consisted of comparing between-groups and within-groups all the variables considered for this study through means and percentage correct.Findings:The major findings indicated a complex interrelation between language of input and monolingualism/bilingualism. Despite common trends in the development observed across groups, the bilingual children differed from the Spanish monolinguals in significant areas such as codas and phonological processes. There were also differences within the same bilingual sample between language performance in Valencian and Spanish.Implications:These results suggest that the frequency of distribution of certain phonological features in the input language will lead to a specific pattern of acquisition that is not standard across languages. Bilinguals appear to acquire two phonological systems that differ from monolingual children’s, suggesting that learning more than one language gives rise to an interaction between the two phonologies.Originality:The current study designed a very sophisticated confrontation naming task whose stimuli could be the initial draft of a phonological assessment. It also collected and analysed speech samples that constitute a valuable database for future research. Finally, it provides important additional evidence concerning bilingual acquisition, a topic that is crucial to a better understanding of the processes involved in language acquisition.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"72 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-21DOI: 10.1177/13670069241252736
Ali Kiliç
Aims and Objectives:This study aimed to explore Turkish parents’ attitudes, beliefs, and strategies while raising their children as Turkish-English bilinguals.Design/Method/Approach:The qualitative research design was adopted. To collect data, semi-structured interviews were carried out via the Zoom platform with the participation of eight volunteers across Turkey.Data Analysis:The data obtained from the interviews were analyzed following the content analysis. The author analyzed on his own. Codes were obtained from the data in the transcripts, categories associated with these codes were formed, and themes were created.Findings/Conclusion:The results show that parents are in favor of raising their children as bilinguals and they are the ultimate decision-makers. In addition to relying on their knowledge mainly, they make use of books and cartoons to support the process. They utilize intentional bilingualism and mostly prefer the one-person-one language (OPOL) strategy.Originality:The study focused on the attitudes, beliefs, and behaviors of parents while raising their children as bilingual. It is one of the very fewest studies carried out in the local context, in Turkey.Significance/implications:The study will provide parents with an overview of the beliefs and used strategies in raising a bilingual child. The study will also be useful for parents who want to raise their kids as bilinguals, particularly in a monolingual country.
{"title":"Raising Turkish–English bilingual children in Turkey: A qualitative study of parental attitudes, beliefs, and utilized strategies","authors":"Ali Kiliç","doi":"10.1177/13670069241252736","DOIUrl":"https://doi.org/10.1177/13670069241252736","url":null,"abstract":"Aims and Objectives:This study aimed to explore Turkish parents’ attitudes, beliefs, and strategies while raising their children as Turkish-English bilinguals.Design/Method/Approach:The qualitative research design was adopted. To collect data, semi-structured interviews were carried out via the Zoom platform with the participation of eight volunteers across Turkey.Data Analysis:The data obtained from the interviews were analyzed following the content analysis. The author analyzed on his own. Codes were obtained from the data in the transcripts, categories associated with these codes were formed, and themes were created.Findings/Conclusion:The results show that parents are in favor of raising their children as bilinguals and they are the ultimate decision-makers. In addition to relying on their knowledge mainly, they make use of books and cartoons to support the process. They utilize intentional bilingualism and mostly prefer the one-person-one language (OPOL) strategy.Originality:The study focused on the attitudes, beliefs, and behaviors of parents while raising their children as bilingual. It is one of the very fewest studies carried out in the local context, in Turkey.Significance/implications:The study will provide parents with an overview of the beliefs and used strategies in raising a bilingual child. The study will also be useful for parents who want to raise their kids as bilinguals, particularly in a monolingual country.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-30DOI: 10.1177/13670069241253997
Wei Wang
Aims and Objectives:This study investigates the interactional relevance of insertional code-switching, that is, insertion of other-language words/phrases, in Mandarin–English bilingual conversation. It focuses on a next speaker’s (dis)alignment with an insertion in an adjacency pair and its import to the ongoing interaction.Methodology:This study adopts the framework of conversation analysis, which seeks to describe the underlying organization of talk-in-interaction. It features analyses warranted by techniques and signals in conversation that are demonstrably relevant to conversation participants.Data and Analysis:The data come from CallFriend Mandarin Corpus. Speakers are native speakers of Mandarin Chinese who resided in the United States at the time of recording. First, all instances of insertional code-switching were extracted with the extended context, filtering out those not occurring in an adjacency pair. Next, sequential analysis was conducted to examine the interactional import of a next speaker’s alignment and disalignment, respectively, when insertional code-switching occurs in an adjacency pair.Findings:This study discovers that a next speaker’s alignment with an insertion is sequentially preferred over disalignment. When different language choice over the same word occurs, speakers orient to it as problematic and then repair it, such that, alignment is achieved. Disalignment is used to claim the current speaker’s more authoritative status in the matter concerned.Originality:A large bulk of literature on insertional code-switching has focused on its syntactic constraints and semantic conditions; its interactional functions in bilingual conversation have not received as much attention. This study reveals that insertional code-switching works as an extra resource for bilingual speakers to achieve interactional alignment.Significance:This study challenges the view that insertional code-switching is not sequentially implicative by showing that it does place sequential constraints on the next speaker. It further argues that such sequential implicativeness can be exploited to establish finely calibrated alignment and index epistemic status.
{"title":"Insertional code-switching as interactional resource in Mandarin–English bilingual conversation","authors":"Wei Wang","doi":"10.1177/13670069241253997","DOIUrl":"https://doi.org/10.1177/13670069241253997","url":null,"abstract":"Aims and Objectives:This study investigates the interactional relevance of insertional code-switching, that is, insertion of other-language words/phrases, in Mandarin–English bilingual conversation. It focuses on a next speaker’s (dis)alignment with an insertion in an adjacency pair and its import to the ongoing interaction.Methodology:This study adopts the framework of conversation analysis, which seeks to describe the underlying organization of talk-in-interaction. It features analyses warranted by techniques and signals in conversation that are demonstrably relevant to conversation participants.Data and Analysis:The data come from CallFriend Mandarin Corpus. Speakers are native speakers of Mandarin Chinese who resided in the United States at the time of recording. First, all instances of insertional code-switching were extracted with the extended context, filtering out those not occurring in an adjacency pair. Next, sequential analysis was conducted to examine the interactional import of a next speaker’s alignment and disalignment, respectively, when insertional code-switching occurs in an adjacency pair.Findings:This study discovers that a next speaker’s alignment with an insertion is sequentially preferred over disalignment. When different language choice over the same word occurs, speakers orient to it as problematic and then repair it, such that, alignment is achieved. Disalignment is used to claim the current speaker’s more authoritative status in the matter concerned.Originality:A large bulk of literature on insertional code-switching has focused on its syntactic constraints and semantic conditions; its interactional functions in bilingual conversation have not received as much attention. This study reveals that insertional code-switching works as an extra resource for bilingual speakers to achieve interactional alignment.Significance:This study challenges the view that insertional code-switching is not sequentially implicative by showing that it does place sequential constraints on the next speaker. It further argues that such sequential implicativeness can be exploited to establish finely calibrated alignment and index epistemic status.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"82 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1177/13670069241253364
Zhao Yao, Yu Chai, Rong Zhao, Fei Wang
Aims:This study aimed to investigate how bilingual advantages in cognitive flexibility were modulated by language-use parameters (e.g., language switching experience) and psychological factors (e.g., acute stress).Design/methodology:Chinese-English unbalanced bilinguals with a high or low amount of language switching experience (HLS or LLS bilinguals) performed a cued color-shape switching task in stress-free condition (Experiment 1) or in acute stress condition induced by the Trier Social Stress Test (Experiment 2). Switching and mixing costs were calculated to denote two aspects of cognitive flexibility: transient and sustained switching abilities, respectively.Data and analysis:Differences in switching and mixing costs between HLS and LLS bilinguals were analyzed using repeated-measures analysis of variance (ANOVA). The predictive relationship between language switching experience and cognitive flexibility was examined using hierarchical regression models. The role of acute stress in the dynamics was tested by means of independent samples t-tests in a cross-analysis of Experiments 1 and 2.Findings/conclusions:HLS and LLS bilinguals showed similar switching and mixing costs in the stress-free condition, but in the acute stress condition, HLS bilinguals showed lower switching costs than LLS bilinguals. The result of cross-experimental analysis further revealed that higher switching costs were demanded in LLS bilinguals under acute stress. These findings suggest that language switching experience specifically influences transient switching ability under acute stress.Originality:This study was a first attempt to provide evidence that psychological stress may be a crucial determinant in exploring the theoretical implications of cognitive control in bilingualism.Significance:Our findings suggest that bilingual advantages in cognitive flexibility are conditional, shedding light on the ongoing debate about the ambiguous relationship between language experience and cognitive control in bilinguals.
目的：本研究旨在探讨认知灵活性方面的双语优势如何受语言使用参数（如语言转换经验）和心理因素（如急性应激）的调节。设计/方法：具有高或低语言转换经验的汉英非平衡双语者（HLS或LLS双语者）在无应激条件下（实验1）或在由特里尔社会应激测试（Trier Social Stress Test）诱发的急性应激条件下（实验2）完成了一项提示色形转换任务。数据和分析：我们使用重复测量方差分析（ANOVA）分析了HLS和LLS双语者在转换和混合成本方面的差异。使用分层回归模型检验了语言转换经验与认知灵活性之间的预测关系。结果/结论：在无压力条件下，HLS 和 LLS 双语者的转换和混合成本相似，但在急性压力条件下，HLS 双语者的转换成本低于 LLS 双语者。交叉实验分析的结果进一步表明，在急性应激条件下，LLS双语者的转换成本更高。意义：我们的研究结果表明，二语者在认知灵活性方面的优势是有条件的，这为目前关于二语者语言经验与认知控制之间的模糊关系的争论提供了启示。
{"title":"The effects of language switching experience and acute stress on bilingual advantages in cognitive flexibility","authors":"Zhao Yao, Yu Chai, Rong Zhao, Fei Wang","doi":"10.1177/13670069241253364","DOIUrl":"https://doi.org/10.1177/13670069241253364","url":null,"abstract":"Aims:This study aimed to investigate how bilingual advantages in cognitive flexibility were modulated by language-use parameters (e.g., language switching experience) and psychological factors (e.g., acute stress).Design/methodology:Chinese-English unbalanced bilinguals with a high or low amount of language switching experience (HLS or LLS bilinguals) performed a cued color-shape switching task in stress-free condition (Experiment 1) or in acute stress condition induced by the Trier Social Stress Test (Experiment 2). Switching and mixing costs were calculated to denote two aspects of cognitive flexibility: transient and sustained switching abilities, respectively.Data and analysis:Differences in switching and mixing costs between HLS and LLS bilinguals were analyzed using repeated-measures analysis of variance (ANOVA). The predictive relationship between language switching experience and cognitive flexibility was examined using hierarchical regression models. The role of acute stress in the dynamics was tested by means of independent samples t-tests in a cross-analysis of Experiments 1 and 2.Findings/conclusions:HLS and LLS bilinguals showed similar switching and mixing costs in the stress-free condition, but in the acute stress condition, HLS bilinguals showed lower switching costs than LLS bilinguals. The result of cross-experimental analysis further revealed that higher switching costs were demanded in LLS bilinguals under acute stress. These findings suggest that language switching experience specifically influences transient switching ability under acute stress.Originality:This study was a first attempt to provide evidence that psychological stress may be a crucial determinant in exploring the theoretical implications of cognitive control in bilingualism.Significance:Our findings suggest that bilingual advantages in cognitive flexibility are conditional, shedding light on the ongoing debate about the ambiguous relationship between language experience and cognitive control in bilinguals.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"21 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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