Pub Date : 2024-03-13DOI: 10.1177/13670069241236694
Eunjeong Lee
{"title":"Book Review: Translanguaging, Coloniality, and Decolonial Cracks: Bilingual Science Learning in South Africa","authors":"Eunjeong Lee","doi":"10.1177/13670069241236694","DOIUrl":"https://doi.org/10.1177/13670069241236694","url":null,"abstract":"","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"51 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140156803","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 : 2024-03-12DOI: 10.1177/13670069241236690
Christian Fallas-Escobar
{"title":"Review of Spanish so White: Conversations on the inconvenient racism of a “foreign” language education","authors":"Christian Fallas-Escobar","doi":"10.1177/13670069241236690","DOIUrl":"https://doi.org/10.1177/13670069241236690","url":null,"abstract":"","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"85 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155559","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 : 2024-03-04DOI: 10.1177/13670069241233388
Ting Deng, John W. Schwieter, Huan Lv, Yan Zhang, Jie Yuan, Ruiming Wang
Aims and Objectives:Translation ambiguous words are lexical items with one-to-many equivalents in another language. Some of these equivalents are more dominant (i.e., more frequently used) than others. The aim of the present study is to explore non-target language activation of translation ambiguous words among Chinese–English bilinguals.Methodology:The implicit priming paradigm was used in three experiments to explore the activation of primary and secondary first language (L1) translations when bilinguals process second language (L2) translation ambiguous words (Experiment 1); the effect of L1 translation repetition on the processing of semantically related words in an L2 (Experiment 2); and whether such patterns are observed in the reverse direction, that is, whether L2 primary translations are activated when processing L1 translation ambiguous words (Experiment 3).Data and Analysis:We use repeated measures analyses of variance (ANOVAs) to analyse the data.Findings/conclusions:Experiment 1 showed that when processing pairs of semantically unrelated (SU) L2 words, primary L1 translation equivalents are activated, but not secondary L1 translation equivalents. Experiment 2 found that when the target L2 words were semantically related, performance was facilitated when their translation equivalents were the same L1 word (i.e., implicitly repeated). Similarly, Experiment 3 showed that when processing L1 words, the L2 translation equivalents are automatically activated. Moreover, under semantically related conditions, implicit repetition of the non-target L2 translation facilitated L1 judgements, while under SU conditions, L2 implicit repetition hampered L1 judgements.Originality:Most research on cross-language activation has examined L1 activation during L2 processing. However, few have investigated the reverse and findings from these few studies are inconsistent. Moreover, research on cross-language activation has mainly investigated the activation of primary translation equivalents, with very little focus on secondary translations. The present study uses the implicit priming paradigm to address these gaps in the literature.Significance:The findings support interactive theories of bilingual processing.
{"title":"Cross-language activation and semantic judgements of translation ambiguous words among Chinese–English bilinguals","authors":"Ting Deng, John W. Schwieter, Huan Lv, Yan Zhang, Jie Yuan, Ruiming Wang","doi":"10.1177/13670069241233388","DOIUrl":"https://doi.org/10.1177/13670069241233388","url":null,"abstract":"Aims and Objectives:Translation ambiguous words are lexical items with one-to-many equivalents in another language. Some of these equivalents are more dominant (i.e., more frequently used) than others. The aim of the present study is to explore non-target language activation of translation ambiguous words among Chinese–English bilinguals.Methodology:The implicit priming paradigm was used in three experiments to explore the activation of primary and secondary first language (L1) translations when bilinguals process second language (L2) translation ambiguous words (Experiment 1); the effect of L1 translation repetition on the processing of semantically related words in an L2 (Experiment 2); and whether such patterns are observed in the reverse direction, that is, whether L2 primary translations are activated when processing L1 translation ambiguous words (Experiment 3).Data and Analysis:We use repeated measures analyses of variance (ANOVAs) to analyse the data.Findings/conclusions:Experiment 1 showed that when processing pairs of semantically unrelated (SU) L2 words, primary L1 translation equivalents are activated, but not secondary L1 translation equivalents. Experiment 2 found that when the target L2 words were semantically related, performance was facilitated when their translation equivalents were the same L1 word (i.e., implicitly repeated). Similarly, Experiment 3 showed that when processing L1 words, the L2 translation equivalents are automatically activated. Moreover, under semantically related conditions, implicit repetition of the non-target L2 translation facilitated L1 judgements, while under SU conditions, L2 implicit repetition hampered L1 judgements.Originality:Most research on cross-language activation has examined L1 activation during L2 processing. However, few have investigated the reverse and findings from these few studies are inconsistent. Moreover, research on cross-language activation has mainly investigated the activation of primary translation equivalents, with very little focus on secondary translations. The present study uses the implicit priming paradigm to address these gaps in the literature.Significance:The findings support interactive theories of bilingual processing.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"80 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032736","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 : 2024-03-01DOI: 10.1177/13670069241229394
Sara Incera, Carmen Hevia-Tuero, Inés E. Martín, Paz Suárez-Coalla
Aims and objectives:We used mouse tracking to determine how country of origin and stimuli language influence visual word recognition in bilingual children.Methodology:Children attending bilingual schools in Spain and the USA completed a lexical decision task in English. The task included real English words (e.g., true), and pseudohomophones following Spanish (e.g., tru) and English (e.g., troo) orthographical rules.Data and analysis:Bilingual children from both countries performed worse when responding to English pseudohomophones (within-language interference) than Spanish pseudohomophones (between-language interference).Findings/conclusions:The children from the USA outperformed the children from Spain in almost every measure. Interestingly, their mouse trajectories followed a different pattern.Originality:When responding to pseudohomophones, children from the USA showed a pronounced initial deviation toward the incorrect response (likely due to a strong activation of the phonology of the real English word) followed by a very effective corrective movement (likely due to an orthographic verification mechanism).Significance:Mouse tracking provides novel insights regarding language activation in bilingual readers.
{"title":"How country of origin and stimuli language influence visual word recognition in bilingual children","authors":"Sara Incera, Carmen Hevia-Tuero, Inés E. Martín, Paz Suárez-Coalla","doi":"10.1177/13670069241229394","DOIUrl":"https://doi.org/10.1177/13670069241229394","url":null,"abstract":"Aims and objectives:We used mouse tracking to determine how country of origin and stimuli language influence visual word recognition in bilingual children.Methodology:Children attending bilingual schools in Spain and the USA completed a lexical decision task in English. The task included real English words (e.g., true), and pseudohomophones following Spanish (e.g., tru) and English (e.g., troo) orthographical rules.Data and analysis:Bilingual children from both countries performed worse when responding to English pseudohomophones (within-language interference) than Spanish pseudohomophones (between-language interference).Findings/conclusions:The children from the USA outperformed the children from Spain in almost every measure. Interestingly, their mouse trajectories followed a different pattern.Originality:When responding to pseudohomophones, children from the USA showed a pronounced initial deviation toward the incorrect response (likely due to a strong activation of the phonology of the real English word) followed by a very effective corrective movement (likely due to an orthographic verification mechanism).Significance:Mouse tracking provides novel insights regarding language activation in bilingual readers.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"17 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140018665","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 : 2024-02-26DOI: 10.1177/13670069241229396
Patrick D. Thane
Aims/objectives/purpose/research questions:The present study evaluated child and adult heritage speakers’ (HSs) productive and receptive knowledge of differential object marking (DOM) and addressed the roles of age, proficiency, and frequency of use in explaining variability.Design/methodology/approach:A total of 127 participants completed a sentence completion task (SCT) and a morphology selection task (MST) targeting DOM with animate and specific direct objects. Fifth grade, seventh/eighth grade, and adult HS groups participated alongside a group of Spanish-dominant bilingual adults.Data and analysis:All responses were coded for DOM and submitted to binomial logistic regressions, which included effects for group, task, proficiency, and frequency of use of Spanish.Findings and conclusions:HSs’ DOM production and selection increased across age groups. Proficiency modulated differences between HSs of all ages and participants were more likely to select DOM than to produce it, particularly if they used Spanish less frequently. All HSs produced and selected DOM at least one time, but many differed from Spanish-dominant bilingual adults.Originality:This study is the first to plot the course of development across late childhood and into adulthood in Spanish HSs that incorporates both a production task and a receptive measure to explore HSs’ holistic linguistic systems.Significance/implications:These findings show that there are factors that can account for variability in the production and selection of DOM at the group, individual, and within-speaker levels. This has implications for theories of acquisition: gradient knowledge is inconsistent with incomplete acquisition of DOM, but the increase in knowledge across age groups does not support feature reassembly.
目的/目标/用途/研究问题：本研究评估了儿童和成人遗产讲者（HSs）对差别宾语标记（DOM）的生产性和接受性知识，并探讨了年龄、熟练程度和使用频率在解释变异性中的作用。设计/方法/途径：共有 127 名参与者完成了一项句子完成任务（SCT）和一项词形选择任务（MST），这些任务针对的是有生命和特定直接宾语的 DOM。五年级、七年级/八年级和成人 HS 组与一组以西班牙语为主的双语成人组一起参加。数据和分析：所有回答均按 DOM 编码，并进行二项逻辑回归，其中包括组别、任务、熟练程度和西班牙语使用频率的影响。能力调节了各年龄组 HS 之间的差异，参与者选择 DOM 的可能性大于制作 DOM 的可能性，尤其是在使用西班牙语频率较低的情况下。原创性：这项研究首次描绘了西班牙语学习者从童年晚期到成年期的发展过程，并结合了制作任务和接受测量来探索学习者的整体语言系统。意义/影响：这些研究结果表明，在群体、个体和内部语言水平上，有一些因素可以解释制作和选择 DOM 的差异。这对语言习得理论产生了影响：梯度知识与 DOM 的不完全习得不一致，但不同年龄组之间知识的增加并不支持特征的重新组合。
{"title":"Acquiring differential object marking in heritage Spanish: Late childhood to adulthood","authors":"Patrick D. Thane","doi":"10.1177/13670069241229396","DOIUrl":"https://doi.org/10.1177/13670069241229396","url":null,"abstract":"Aims/objectives/purpose/research questions:The present study evaluated child and adult heritage speakers’ (HSs) productive and receptive knowledge of differential object marking (DOM) and addressed the roles of age, proficiency, and frequency of use in explaining variability.Design/methodology/approach:A total of 127 participants completed a sentence completion task (SCT) and a morphology selection task (MST) targeting DOM with animate and specific direct objects. Fifth grade, seventh/eighth grade, and adult HS groups participated alongside a group of Spanish-dominant bilingual adults.Data and analysis:All responses were coded for DOM and submitted to binomial logistic regressions, which included effects for group, task, proficiency, and frequency of use of Spanish.Findings and conclusions:HSs’ DOM production and selection increased across age groups. Proficiency modulated differences between HSs of all ages and participants were more likely to select DOM than to produce it, particularly if they used Spanish less frequently. All HSs produced and selected DOM at least one time, but many differed from Spanish-dominant bilingual adults.Originality:This study is the first to plot the course of development across late childhood and into adulthood in Spanish HSs that incorporates both a production task and a receptive measure to explore HSs’ holistic linguistic systems.Significance/implications:These findings show that there are factors that can account for variability in the production and selection of DOM at the group, individual, and within-speaker levels. This has implications for theories of acquisition: gradient knowledge is inconsistent with incomplete acquisition of DOM, but the increase in knowledge across age groups does not support feature reassembly.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"21 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978117","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 : 2024-02-23DOI: 10.1177/13670069241233389
Anastasia Badder, Sharon Avni
Aims and Objectives:This article explores the challenges Jewish children face in educational programs teaching about Judaism and Jewish culture located in the United States and Europe. Students learn to decode Hebrew but not to read for comprehension, which conflicts with other types of literacy learning they encounter throughout their education in school and at home.Methodology:The study is based on long-term participant observation at two religious education programs, one in the United States and one in Luxembourg.Data and Analysis:A language socialization lens was applied to coded fieldnotes to bring findings into conversation with each other.Findings:Following initial frustrations stemming from a mismatch between American and European schooled literacy expectations and Hebrew decoding, students came to understand Hebrew as a distinctive sacred language. This allowed them to reconceptualize decoding as a successful and meaningful form of literacy and to see themselves as competent Hebrew users and members of a broader Jewish community.Originality:Existing studies primarily focus on sacred languages and literacies oriented around supporting connections with the divine. This study contributes to the existing body of work by illustrating religious literacy education aimed at cultivating communal and religious identification.Implications:This study provides evidence that decoding of sacred texts without comprehension of lexico-semantic content can be a meaningful form of literacy that enables religious members to affirm and do community without explicit reference to divine relations. It argues for a distinctive form of bilingualism in which the sacred language and talk about it work together to create meaningful religious learning.
{"title":"The sanctity of decoding: Reframing Hebrew literacy in the United States and Europe","authors":"Anastasia Badder, Sharon Avni","doi":"10.1177/13670069241233389","DOIUrl":"https://doi.org/10.1177/13670069241233389","url":null,"abstract":"Aims and Objectives:This article explores the challenges Jewish children face in educational programs teaching about Judaism and Jewish culture located in the United States and Europe. Students learn to decode Hebrew but not to read for comprehension, which conflicts with other types of literacy learning they encounter throughout their education in school and at home.Methodology:The study is based on long-term participant observation at two religious education programs, one in the United States and one in Luxembourg.Data and Analysis:A language socialization lens was applied to coded fieldnotes to bring findings into conversation with each other.Findings:Following initial frustrations stemming from a mismatch between American and European schooled literacy expectations and Hebrew decoding, students came to understand Hebrew as a distinctive sacred language. This allowed them to reconceptualize decoding as a successful and meaningful form of literacy and to see themselves as competent Hebrew users and members of a broader Jewish community.Originality:Existing studies primarily focus on sacred languages and literacies oriented around supporting connections with the divine. This study contributes to the existing body of work by illustrating religious literacy education aimed at cultivating communal and religious identification.Implications:This study provides evidence that decoding of sacred texts without comprehension of lexico-semantic content can be a meaningful form of literacy that enables religious members to affirm and do community without explicit reference to divine relations. It argues for a distinctive form of bilingualism in which the sacred language and talk about it work together to create meaningful religious learning.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"268 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948890","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 : 2024-02-21DOI: 10.1177/13670069241229161
Cesar Rosales, Julio Torres
Aims and objectives:This study examined whether bilinguals’ metalinguistic knowledge (MK) across both of their languages as well as heritage/late bilingual experience contributed to the initial development of third-language (L3) morphosyntax using Japlish, a semi-artificial language.Methodology:48 heritage and 63 late English-Spanish bilinguals were exposed aurally to Japlish sentences containing word order patterns and case markers. Participants completed an acceptability judgment task (AJT) and a picture-matching task (PMT) immediately after exposure and again 2 weeks later as well as English and Spanish MK tests.Data and analysis:Logistic mixed effects analyses were run on AJT and PMT accuracy scores, grammatical/ungrammatical items, linguistic structure, and time of testing. MK scores and heritage/late bilingual status were included as predictors in the statistical model.Findings:MK significantly contributed to overall AJT scores, including grammatical and ungrammatical items and time of testing. MK also contributed to ungrammatical word order and case markers. For the PMT, MK significantly contributed to scores, especially during delayed testing. A weak correlation emerged between participants’ MK across both of their languages and their rule-based knowledge of Japlish linguistic structures. Heritage and late bilingual experiences did not significantly contribute to these results.Originality:This study included two different bilingual groups to investigate how variation in bilingual experience shapes additional language learning. It also advances our knowledge on the role of MK in the learning of linguistic structures not involved in transfer. Furthermore, a more nuanced examination of MK is considered as it relates to type of assessment, linguistic structure, and time of testing.Significance:The findings highlight the critical role of MK for both bilingual populations and its facilitative role in the development of initial L3 morphosyntax. The results are interpreted under the lens of structural sensitivity theory.
{"title":"The role of metalinguistic knowledge in third-language development among heritage and late bilinguals","authors":"Cesar Rosales, Julio Torres","doi":"10.1177/13670069241229161","DOIUrl":"https://doi.org/10.1177/13670069241229161","url":null,"abstract":"Aims and objectives:This study examined whether bilinguals’ metalinguistic knowledge (MK) across both of their languages as well as heritage/late bilingual experience contributed to the initial development of third-language (L3) morphosyntax using Japlish, a semi-artificial language.Methodology:48 heritage and 63 late English-Spanish bilinguals were exposed aurally to Japlish sentences containing word order patterns and case markers. Participants completed an acceptability judgment task (AJT) and a picture-matching task (PMT) immediately after exposure and again 2 weeks later as well as English and Spanish MK tests.Data and analysis:Logistic mixed effects analyses were run on AJT and PMT accuracy scores, grammatical/ungrammatical items, linguistic structure, and time of testing. MK scores and heritage/late bilingual status were included as predictors in the statistical model.Findings:MK significantly contributed to overall AJT scores, including grammatical and ungrammatical items and time of testing. MK also contributed to ungrammatical word order and case markers. For the PMT, MK significantly contributed to scores, especially during delayed testing. A weak correlation emerged between participants’ MK across both of their languages and their rule-based knowledge of Japlish linguistic structures. Heritage and late bilingual experiences did not significantly contribute to these results.Originality:This study included two different bilingual groups to investigate how variation in bilingual experience shapes additional language learning. It also advances our knowledge on the role of MK in the learning of linguistic structures not involved in transfer. Furthermore, a more nuanced examination of MK is considered as it relates to type of assessment, linguistic structure, and time of testing.Significance:The findings highlight the critical role of MK for both bilingual populations and its facilitative role in the development of initial L3 morphosyntax. The results are interpreted under the lens of structural sensitivity theory.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948884","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}
Purpose:Findings from previous speech production research suggest that the nature of phonological planning units is language-specific, with phonemes as the planning units in Dutch and English but syllables in Cantonese and Mandarin Chinese. However, little is known about how multilingual speakers possessing languages with distinctive phonological planning units plan for their speech. This study was conducted to investigate the roles of syllable and phoneme in Cantonese (L1) and English (L2) production among Cantonese–English bilinguals.Design:A picture version of the form-preparation task was employed, where participants named aloud (in their L1 and L2) small sets of pictures repeatedly. The names of the pictures in a set either shared the same word-initial syllable, word-initial phoneme, or were unrelated. Participants’ L1 and L2 proficiencies were measured.Data and analysis:53 Cantonese–English bilinguals participated. The naming latency data were submitted for linear mixed effects modeling analyses.Findings:Significant priming effects on naming latency, relative to an unrelated control, were found when the response words shared the same word-initial syllable but null effects were found when they shared merely the same word-initial phoneme in both L1 and L2 production. Critically, in L2 English production, a significant negative association was observed between the size of syllable priming and the participant’s English vocabulary size. Furthermore, significant English phonemic priming was observed among the participants higher in spoken English proficiency but not among the lower proficiency counterparts.Originality:This study provides clear evidence showing the multifaceted effects of L2 proficiency on L2 phonological planning using a picture naming task.Significance:The present findings indicate the significant impact of L1 on L2 phonological planning. Yet, this L1-to-L2 influence would be modulated in different ways by the different aspects of one’s L2 proficiency.
{"title":"Phonological planning in Cantonese–English bilingual speech production","authors":"Andus Wing-Kuen Wong, Terri Yuen-King Ng, Yiu-Kei Tsang, Hsuan-Chih Chen","doi":"10.1177/13670069231223614","DOIUrl":"https://doi.org/10.1177/13670069231223614","url":null,"abstract":"Purpose:Findings from previous speech production research suggest that the nature of phonological planning units is language-specific, with phonemes as the planning units in Dutch and English but syllables in Cantonese and Mandarin Chinese. However, little is known about how multilingual speakers possessing languages with distinctive phonological planning units plan for their speech. This study was conducted to investigate the roles of syllable and phoneme in Cantonese (L1) and English (L2) production among Cantonese–English bilinguals.Design:A picture version of the form-preparation task was employed, where participants named aloud (in their L1 and L2) small sets of pictures repeatedly. The names of the pictures in a set either shared the same word-initial syllable, word-initial phoneme, or were unrelated. Participants’ L1 and L2 proficiencies were measured.Data and analysis:53 Cantonese–English bilinguals participated. The naming latency data were submitted for linear mixed effects modeling analyses.Findings:Significant priming effects on naming latency, relative to an unrelated control, were found when the response words shared the same word-initial syllable but null effects were found when they shared merely the same word-initial phoneme in both L1 and L2 production. Critically, in L2 English production, a significant negative association was observed between the size of syllable priming and the participant’s English vocabulary size. Furthermore, significant English phonemic priming was observed among the participants higher in spoken English proficiency but not among the lower proficiency counterparts.Originality:This study provides clear evidence showing the multifaceted effects of L2 proficiency on L2 phonological planning using a picture naming task.Significance:The present findings indicate the significant impact of L1 on L2 phonological planning. Yet, this L1-to-L2 influence would be modulated in different ways by the different aspects of one’s L2 proficiency.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"268 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948893","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 : 2024-01-31DOI: 10.1177/13670069231225729
Raees Calafato
Aims and Objectives/Purpose/Research Questions:The study investigated the relationship between the L2 grit, domain-general grit, foreign language enjoyment (FLE), multilingualism, and self-reported literacy achievement of students learning English as a foreign language (EFL) in public upper-secondary schools in Norway. Specifically, the study sought to identify predictors of students’ EFL reading and writing achievement and examine the moderating effect of multilingualism on the relationship between L2 grit, FLE, and such achievement.Design/Methodology/Approach:A quantitative research design was employed, and data were collected through an online questionnaire. Convenience sampling was used to recruit 181 upper-secondary school students learning EFL in southeastern Norway (one participant’s responses were discarded because they were incomplete).Data and Analysis:Paired and independent sample t-tests and moderated multiple regression were used to analyse the collected data.Findings/Conclusions:The study found that the perseverance component of L2 grit and daily language use (one of two aspects of multilingualism used in the study) positively predicted both reading and writing achievement (the consistency of interest component of L2 grit only positively predicted writing achievement). In addition, daily language use was found to negatively moderate the relationship between the perseverance component of L2 grit and reading and writing achievement, with the moderating effect dissipating as additional languages were used daily.Originality:The study is among the first to explore the interplay between grit and multilingualism in the Nordic region and examine the relationship between multilingualism, grit, FLE, and achievement globally.Significance/Implications:The study’s findings underscore the need for researchers to develop and use more comprehensive multidimensional measures of multilingualism when investigating its effects on language learning in formal contexts, design scales for grit that target specific language skills, and broaden grit-related research to cover the learning of multiple language and non-language subjects concurrently.
{"title":"The moderating effect of multilingualism on the relationship between EFL learners’ grit, enjoyment, and literacy achievement","authors":"Raees Calafato","doi":"10.1177/13670069231225729","DOIUrl":"https://doi.org/10.1177/13670069231225729","url":null,"abstract":"Aims and Objectives/Purpose/Research Questions:The study investigated the relationship between the L2 grit, domain-general grit, foreign language enjoyment (FLE), multilingualism, and self-reported literacy achievement of students learning English as a foreign language (EFL) in public upper-secondary schools in Norway. Specifically, the study sought to identify predictors of students’ EFL reading and writing achievement and examine the moderating effect of multilingualism on the relationship between L2 grit, FLE, and such achievement.Design/Methodology/Approach:A quantitative research design was employed, and data were collected through an online questionnaire. Convenience sampling was used to recruit 181 upper-secondary school students learning EFL in southeastern Norway (one participant’s responses were discarded because they were incomplete).Data and Analysis:Paired and independent sample t-tests and moderated multiple regression were used to analyse the collected data.Findings/Conclusions:The study found that the perseverance component of L2 grit and daily language use (one of two aspects of multilingualism used in the study) positively predicted both reading and writing achievement (the consistency of interest component of L2 grit only positively predicted writing achievement). In addition, daily language use was found to negatively moderate the relationship between the perseverance component of L2 grit and reading and writing achievement, with the moderating effect dissipating as additional languages were used daily.Originality:The study is among the first to explore the interplay between grit and multilingualism in the Nordic region and examine the relationship between multilingualism, grit, FLE, and achievement globally.Significance/Implications:The study’s findings underscore the need for researchers to develop and use more comprehensive multidimensional measures of multilingualism when investigating its effects on language learning in formal contexts, design scales for grit that target specific language skills, and broaden grit-related research to cover the learning of multiple language and non-language subjects concurrently.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"277 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949010","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 : 2024-01-27DOI: 10.1177/13670069231224542
Elena Tribushinina, Betül Boz, Vera Aalbers, Elma Blom
Aims and objectives:Prior research shows that bilingual pupils may have foreign language learning advantages over monolinguals, but evidence is controversial. Investigating English as a foreign language (EFL) in the context of the Netherlands, we hypothesized that the conflicting findings may be partly explained by differences in extramural EFL exposure. We further predicted that amount and length of EFL exposure might moderate the effects of bilingualism on EFL learning and cross-language relationships between English and the previously acquired languages.Approach:Twelve- to 14-year-old Turkish–Dutch bilinguals ( n = 30) and Dutch monolinguals ( n = 31) participated. The Peabody Picture Vocabulary Test was used to measure receptive vocabulary in English, Dutch, and Turkish. Grammatical ability was measured with a sentence repetition task. A questionnaire was used to obtain information on children’s language exposure.Data and analysis:Data were analyzed by means of multilevel linear regression. Amount and length of extramural exposure were used as control variables in the analyses comparing EFL skills of bilinguals and monolinguals. The role of exposure as a moderator of bilingual effects and cross-language relationships was also tested.Findings/conclusions:If differences in exposure were not taken into account, the bilinguals were outperformed by the monolinguals on EFL vocabulary, but not on grammar. However, the between-group difference disappeared once exposure measures were controlled for. Bilinguals with little exposure to English performed worse than monolingual peers, but at higher exposure levels, bilinguals outperformed monolinguals. In the bilingual sample, Dutch vocabulary predicted English vocabulary, but Turkish proficiency did not predict English skills.Originality:This is the first study to include measures of extramural exposure in investigating the effects of bilingualism on EFL learning. Significance/implications: This research shows that differences between monolingual and bilingual EFL learners can be either concealed or inflated if exposure is not controlled for. Furthermore, exposure moderates bilingual effects in EFL learning.
{"title":"Revisiting bilingual foreign language learning advantages: The role of extramural exposure","authors":"Elena Tribushinina, Betül Boz, Vera Aalbers, Elma Blom","doi":"10.1177/13670069231224542","DOIUrl":"https://doi.org/10.1177/13670069231224542","url":null,"abstract":"Aims and objectives:Prior research shows that bilingual pupils may have foreign language learning advantages over monolinguals, but evidence is controversial. Investigating English as a foreign language (EFL) in the context of the Netherlands, we hypothesized that the conflicting findings may be partly explained by differences in extramural EFL exposure. We further predicted that amount and length of EFL exposure might moderate the effects of bilingualism on EFL learning and cross-language relationships between English and the previously acquired languages.Approach:Twelve- to 14-year-old Turkish–Dutch bilinguals ( n = 30) and Dutch monolinguals ( n = 31) participated. The Peabody Picture Vocabulary Test was used to measure receptive vocabulary in English, Dutch, and Turkish. Grammatical ability was measured with a sentence repetition task. A questionnaire was used to obtain information on children’s language exposure.Data and analysis:Data were analyzed by means of multilevel linear regression. Amount and length of extramural exposure were used as control variables in the analyses comparing EFL skills of bilinguals and monolinguals. The role of exposure as a moderator of bilingual effects and cross-language relationships was also tested.Findings/conclusions:If differences in exposure were not taken into account, the bilinguals were outperformed by the monolinguals on EFL vocabulary, but not on grammar. However, the between-group difference disappeared once exposure measures were controlled for. Bilinguals with little exposure to English performed worse than monolingual peers, but at higher exposure levels, bilinguals outperformed monolinguals. In the bilingual sample, Dutch vocabulary predicted English vocabulary, but Turkish proficiency did not predict English skills.Originality:This is the first study to include measures of extramural exposure in investigating the effects of bilingualism on EFL learning. Significance/implications: This research shows that differences between monolingual and bilingual EFL learners can be either concealed or inflated if exposure is not controlled for. Furthermore, exposure moderates bilingual effects in EFL learning.","PeriodicalId":47574,"journal":{"name":"International Journal of Bilingualism","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139949012","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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