This case study investigates codeswitching in infant bilingualism and may be of special interest due to the fact that its participant is an early talker and a balanced bilingual. Drawing on English/Greek child data, it studies the relationship between language competence and type of code-switching from a developmental perspective, and aims to contribute to a deeper understanding of code-switching in infant bilinguals. Code-switching was facilitated by an early onset of syntax and is interpreted as an outcome of the child’s growing grammatical and pragmatic competence, rather than of a lack of linguistic resources. The rich set of longitudinal data features situational, discourse-related and participant-related code-switching events, as well as rare contextualisation examples. Code-switching is observed to be a strategy to attain specific communicative goals, such as disambiguation, clarification, disagreement etc., and is constrained by the grammar of English and Greek and the principles of discourse and language use.
{"title":"Code-switching in the speech of a balanced infant bilingual and early talker","authors":"Photini Coutsougera","doi":"10.1558/jmbs.22392","DOIUrl":"https://doi.org/10.1558/jmbs.22392","url":null,"abstract":"This case study investigates codeswitching in infant bilingualism and may be of special interest due to the fact that its participant is an early talker and a balanced bilingual. Drawing on English/Greek child data, it studies the relationship between language competence and type of code-switching from a developmental perspective, and aims to contribute to a deeper understanding of code-switching in infant bilinguals. Code-switching was facilitated by an early onset of syntax and is interpreted as an outcome of the child’s growing grammatical and pragmatic competence, rather than of a lack of linguistic resources. The rich set of longitudinal data features situational, discourse-related and participant-related code-switching events, as well as rare contextualisation examples. Code-switching is observed to be a strategy to attain specific communicative goals, such as disambiguation, clarification, disagreement etc., and is constrained by the grammar of English and Greek and the principles of discourse and language use.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"68 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katja Haapanen, Antti Saloranta, Kimmo U Peltola, Henna Tamminen, Lannie Uwu-khaeb, P. Alku, Maija S. Peltola
This study investigated how listen-and-repeat training affects the production of non-native (Swedish) vowels /y/ and /u/ by speakers of different Namibian languages. Seventeen speakers, who did not have /y/ or /u/ categories in their L1, participated in the experiment. Training effects were measured with acoustic analysis and an identification task performed by 40 proficient Swedish speakers, to see whether the acoustic quality and the perceptual salience of the speakers’ non-native production evolved during training. We expected the speakers’ production to change as a function of training, and the change to be reflected on the vowel formant values and the identification task. The results showed that the speakers produced /u/ close to the trained target already in the first session, but changed their production away from the target after the first training. The speakers’ production of /y/ did not change significantly. The speakers did not reach a perceivable spectral difference between the two non-native vowels. The participants’ productions remained inconsistent throughout the experiment. There was great inter-speaker variation, which could not be accounted for by the speakers’ language backgrounds.
{"title":"Listen-and-repeat training of non-native vowel quality","authors":"Katja Haapanen, Antti Saloranta, Kimmo U Peltola, Henna Tamminen, Lannie Uwu-khaeb, P. Alku, Maija S. Peltola","doi":"10.1558/jmbs.26127","DOIUrl":"https://doi.org/10.1558/jmbs.26127","url":null,"abstract":"This study investigated how listen-and-repeat training affects the production of non-native (Swedish) vowels /y/ and /u/ by speakers of different Namibian languages. Seventeen speakers, who did not have /y/ or /u/ categories in their L1, participated in the experiment. Training effects were measured with acoustic analysis and an identification task performed by 40 proficient Swedish speakers, to see whether the acoustic quality and the perceptual salience of the speakers’ non-native production evolved during training. We expected the speakers’ production to change as a function of training, and the change to be reflected on the vowel formant values and the identification task. The results showed that the speakers produced /u/ close to the trained target already in the first session, but changed their production away from the target after the first training. The speakers’ production of /y/ did not change significantly. The speakers did not reach a perceivable spectral difference between the two non-native vowels. The participants’ productions remained inconsistent throughout the experiment. There was great inter-speaker variation, which could not be accounted for by the speakers’ language backgrounds.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"16 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Disfluencies signal errors in speech processes. Research in typically fluent monolinguals indicates a correlation between disfluencies and specific executive function (EF), including cognitive flexibility, inhibitory control, working memory (WM), and attention. However, these relationships have not been systematically explored in bilinguals. This study investigates the relationship between these EF components, age of language acquisition and disfluencies in bilinguals. Two types of disfluencies were examined: stalling, where articulation is delayed until the speech plan is ready, and advancing, that is, the articulation of incomplete speech plans. A total of 120 English speech samples based on simulated job interviews from 20 typically fluent adult Spanish-English bilinguals were transcribed and coded for disfluencies. The Wechsler Adult Intelligence Scale Digit span was used to measure cognitive flexibility/inhibitory control, and the Delis-Kaplan Executive Function Color-Word Interference Test was used to assess WM/attention. Findings indicate correlations between stalling disfluencies and cognitive flexibility/inhibitory control, advancing disfluencies and WM/attention, and age of acquisition and both stalling and advancing disfluencies.
语无伦次是言语过程中出现错误的信号。对典型流利单语者的研究表明，不流畅与特定的执行功能（EF）之间存在相关性，包括认知灵活性、抑制控制、工作记忆（WM）和注意力。然而，这些关系在双语者中尚未得到系统的探讨。本研究探讨了这些 EF 要素、语言习得年龄与双语者语言不流畅之间的关系。研究考察了两类不流利现象：拖延，即延迟发音，直到说话计划准备就绪；推进，即发音不完整的说话计划。研究人员对 20 名典型流利的成年西英双语者在模拟工作面试中的 120 个英语语音样本进行了转录，并对不流利现象进行了编码。韦氏成人智力量表数字跨度用于测量认知灵活性/抑制控制，德利斯-卡普兰执行功能颜色-单词干扰测试用于评估WM/注意力。研究结果表明，失速性失言与认知灵活性/抑制性控制之间、失速性失言与WM/注意力之间、失速性失言与失速性失言之间以及失速性失言与失速性失言之间都存在相关性。
{"title":"The relationship between executive function, age of L2 acquisition and speech disfluencies in bilinguals","authors":"A. Choo, Sara Ashley Smith, Stephanie Seitz","doi":"10.1558/jmbs.24246","DOIUrl":"https://doi.org/10.1558/jmbs.24246","url":null,"abstract":"Disfluencies signal errors in speech processes. Research in typically fluent monolinguals indicates a correlation between disfluencies and specific executive function (EF), including cognitive flexibility, inhibitory control, working memory (WM), and attention. However, these relationships have not been systematically explored in bilinguals. This study investigates the relationship between these EF components, age of language acquisition and disfluencies in bilinguals. Two types of disfluencies were examined: stalling, where articulation is delayed until the speech plan is ready, and advancing, that is, the articulation of incomplete speech plans. A total of 120 English speech samples based on simulated job interviews from 20 typically fluent adult Spanish-English bilinguals were transcribed and coded for disfluencies. The Wechsler Adult Intelligence Scale Digit span was used to measure cognitive flexibility/inhibitory control, and the Delis-Kaplan Executive Function Color-Word Interference Test was used to assess WM/attention. Findings indicate correlations between stalling disfluencies and cognitive flexibility/inhibitory control, advancing disfluencies and WM/attention, and age of acquisition and both stalling and advancing disfluencies.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"37 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141103945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Spanish prohibits initial sC clusters. Past studies have reported that this phonotactic restriction results in the perception of an illusory /e/, ‘repairing’ the illicit sequence (e.g., spid perceived as espid). Because English allows sC clusters, English-Spanish bilinguals are confronted with conflicting phonotactic systems. The present study investigated if this locus of phonotactic conflict yields bilingual variability (i.e., non-monolingual-like language behavior). Spanish monolinguals and English-Spanish bilinguals performed a nonce word judgment task, whereby they assigned acceptability ratings to sC-initial nonce words. Monolinguals were highly unaccepting of sC-initial words, whereas bilinguals were more likely to accept them as phonotactically licit, showing evidence of bilingual variability. The bilingual variability was constrained by English phonotactics, as sC clusters were rated as significantly more acceptable than other illicit onset clusters that are illicit in both languages. Furthermore, the monolinguals failed to show evidence of an illusory vowel effect, highlighting the importance of task type in phonotactic perception studies.
{"title":"Variability in English-Spanish bilingual phonotactics","authors":"Katerina Tetzloff","doi":"10.1558/jmbs.24641","DOIUrl":"https://doi.org/10.1558/jmbs.24641","url":null,"abstract":"Spanish prohibits initial sC clusters. Past studies have reported that this phonotactic restriction results in the perception of an illusory /e/, ‘repairing’ the illicit sequence (e.g., spid perceived as espid). Because English allows sC clusters, English-Spanish bilinguals are confronted with conflicting phonotactic systems. The present study investigated if this locus of phonotactic conflict yields bilingual variability (i.e., non-monolingual-like language behavior). Spanish monolinguals and English-Spanish bilinguals performed a nonce word judgment task, whereby they assigned acceptability ratings to sC-initial nonce words. Monolinguals were highly unaccepting of sC-initial words, whereas bilinguals were more likely to accept them as phonotactically licit, showing evidence of bilingual variability. The bilingual variability was constrained by English phonotactics, as sC clusters were rated as significantly more acceptable than other illicit onset clusters that are illicit in both languages. Furthermore, the monolinguals failed to show evidence of an illusory vowel effect, highlighting the importance of task type in phonotactic perception studies.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pauline van der Straten Waillet, Brigitte Charlier, Kathryn M. Crowe, Cécile Colin
Traditional approaches to assessing speech production are not appropriate for the diagnosis of speech sound disorders (SSD) in multilingual children. This study explored the implementation of recommended approaches to assessing the speech production of multilingual children in a French-speaking context. The speech production of 20 multilingual and 20 monolingual children aged 4-6 years was examined using a standardised naming task, parental ratings of intelligibility, and parental concern about speech development. We compared the diagnostic outcomes for monolingual and multilingual children using the norm-referenced approach and a criterion-referenced approach, based on percentage of consonant correct (PCC). We then examined the diagnostic outcomes for the 20 multilingual children using the recommended converging evidence approach (considering multiple measures). Results confirmed that the norm-referenced approach is not appropriate for French-speaking multilingual children, leading to an overdiagnosis of SSD. The converging evidence approach allowed for more informed and more nuanced diagnostic decisions for multilingual children.
{"title":"Implementing recommended approaches to assessing multilingual children’s speech","authors":"Pauline van der Straten Waillet, Brigitte Charlier, Kathryn M. Crowe, Cécile Colin","doi":"10.1558/jmbs.24494","DOIUrl":"https://doi.org/10.1558/jmbs.24494","url":null,"abstract":"Traditional approaches to assessing speech production are not appropriate for the diagnosis of speech sound disorders (SSD) in multilingual children. This study explored the implementation of recommended approaches to assessing the speech production of multilingual children in a French-speaking context. The speech production of 20 multilingual and 20 monolingual children aged 4-6 years was examined using a standardised naming task, parental ratings of intelligibility, and parental concern about speech development. We compared the diagnostic outcomes for monolingual and multilingual children using the norm-referenced approach and a criterion-referenced approach, based on percentage of consonant correct (PCC). We then examined the diagnostic outcomes for the 20 multilingual children using the recommended converging evidence approach (considering multiple measures). Results confirmed that the norm-referenced approach is not appropriate for French-speaking multilingual children, leading to an overdiagnosis of SSD. The converging evidence approach allowed for more informed and more nuanced diagnostic decisions for multilingual children.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"23 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Narrative skills are prerequisites of successful school achievement and contribute to other aspects of cognitive and language development (Paul & Smith, 1993). Creating narratives requires the simultaneous activation of linguistic and cognitive abilities such as attentional engagement (van Oers, 2007). Size of vocabulary as well as expressive and receptive grammatical abilities also affect the complexity of the produced narrative. Dynamic Assessment (DA) offers a holistic picture regarding the abilities of children. After assessing both the initial and the final state, assessors calculate the gain of the learning phase (Karpov & Tzuriel, 2009). The aim of the research was to determine the effect of different interventions during the learning phase of the dynamic methods used for assessing the narrative skills of kindergarteners. Altogether, 50 Hungarian-speaking kindergarteners (age 6) participated in the research, in three groups. DA was used to measure their storytelling skills. Their first and second narratives based on a picture series were recorded and analyzed. The protocol of the DA was developed by the research team. The recorded material was analyzed statistically (SPSS 20) in relation to linguistic complexity, cohesion, and comprehension. The results proved our hypothesis: children’s narratives became more complex after both interventions, but in different ways. Facilitating questions improved all examined areas of the narratives, while the effect of a sample story was limited to cohesion and comprehension.
{"title":"Screening the narrative skills of Hungarian kindergarteners by dynamic assessment","authors":"Ágnes Jordanidisz, Judit Bóna, T. Vakula","doi":"10.1558/jmbs.23908","DOIUrl":"https://doi.org/10.1558/jmbs.23908","url":null,"abstract":"Narrative skills are prerequisites of successful school achievement and contribute to other aspects of cognitive and language development (Paul & Smith, 1993). Creating narratives requires the simultaneous activation of linguistic and cognitive abilities such as attentional engagement (van Oers, 2007). Size of vocabulary as well as expressive and receptive grammatical abilities also affect the complexity of the produced narrative. Dynamic Assessment (DA) offers a holistic picture regarding the abilities of children. After assessing both the initial and the final state, assessors calculate the gain of the learning phase (Karpov & Tzuriel, 2009). The aim of the research was to determine the effect of different interventions during the learning phase of the dynamic methods used for assessing the narrative skills of kindergarteners. Altogether, 50 Hungarian-speaking kindergarteners (age 6) participated in the research, in three groups. DA was used to measure their storytelling skills. Their first and second narratives based on a picture series were recorded and analyzed. The protocol of the DA was developed by the research team. The recorded material was analyzed statistically (SPSS 20) in relation to linguistic complexity, cohesion, and comprehension. The results proved our hypothesis: children’s narratives became more complex after both interventions, but in different ways. Facilitating questions improved all examined areas of the narratives, while the effect of a sample story was limited to cohesion and comprehension.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"171 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early language mixing has often been interpreted as bilinguals’ inability to separate languages, although more recent research suggests that young bilingual children have the ability in production. This study analyzes the mixing patterns of Jun, a Spanish-English simultaneous bilingual being raised in a Japanese societal context. Spontaneous speech data have been analyzed from two hours of video recordings, of four family conversations at age 2;4 [years;months], a period at which syntax should be emerging. The investigation found that Jun, prior to acquiring verb inflection, consistently speaks in the context-appropriate language and rarely engages in mixing, suggesting clear language separation and pragmatic sensitivity. Mixing rates, MLU, UB, and monoglossic production in both home languages confirm Jun’s balanced performance, and also language separation. Moreover, the scarcity of inter- and intra-sentential mixing, as well as 1-word mixing, reveals the child’s accommodation to his interlocutors’ language choice, as well as this 2-year-old’s strong control over his own language choice
早期的语言混合通常被解释为双语者无法分离语言，尽管最近的研究表明，年幼的双语儿童具有语言生产的能力。本研究分析了在日本社会环境中成长起来的西班牙-英语同步双语儿童 Jun 的混合模式。本研究分析了 2 个小时的视频录像中四次家庭对话的自发语音数据，这些对话的年龄分别为 2、4[岁、月]，正是句法开始形成的时期。调查发现，小俊在掌握动词转折之前，一直使用与语境相适应的语言说话，很少出现混用现象，这表明小俊具有明显的语言分离和语用敏感性。两种母语的混合率、MLU、UB 和单语生产证实了小俊的均衡表现，也证实了语言分离。此外，句间和句内混用以及单词混用的情况很少，这表明孩子能够适应对话者的语言选择，而且这个两岁的孩子对自己的语言选择有很强的控制能力。
{"title":"Early mixing in a Spanish-English simultaneous bilingual in a Japanese context at age 2;4","authors":"Rebekka Eckhaus","doi":"10.1558/jmbs.23536","DOIUrl":"https://doi.org/10.1558/jmbs.23536","url":null,"abstract":"Early language mixing has often been interpreted as bilinguals’ inability to separate languages, although more recent research suggests that young bilingual children have the ability in production. This study analyzes the mixing patterns of Jun, a Spanish-English simultaneous bilingual being raised in a Japanese societal context. Spontaneous speech data have been analyzed from two hours of video recordings, of four family conversations at age 2;4 [years;months], a period at which syntax should be emerging. The investigation found that Jun, prior to acquiring verb inflection, consistently speaks in the context-appropriate language and rarely engages in mixing, suggesting clear language separation and pragmatic sensitivity. Mixing rates, MLU, UB, and monoglossic production in both home languages confirm Jun’s balanced performance, and also language separation. Moreover, the scarcity of inter- and intra-sentential mixing, as well as 1-word mixing, reveals the child’s accommodation to his interlocutors’ language choice, as well as this 2-year-old’s strong control over his own language choice","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"152 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The speech sounds of endangered Cajun French (CF), as it survives in Louisiana today, are investigated in the present study. Sixteen fluent CF Heritage Language speakers (seven males, nine females), of an average age of 77 years, who live in Lafayette parish, Louisiana, picture-named 50 words of varying CF-representative phonotactics. On average, 34 words were produced similarly by 67% of participants and 16 words were produced similarly by 29% of participants. Variation mainly targets vowels, glides, affricates, and the rhotic, with prevalent processes occurring in stressed closed syllables. Results profile phonemic and phonetic inventories documenting CF phonologies today, also highlighting differences from earlier reports.
{"title":"Cajun French phonologies in Louisiana today","authors":"Elena Babatsouli","doi":"10.1558/jmbs.26918","DOIUrl":"https://doi.org/10.1558/jmbs.26918","url":null,"abstract":"The speech sounds of endangered Cajun French (CF), as it survives in Louisiana today, are investigated in the present study. Sixteen fluent CF Heritage Language speakers (seven males, nine females), of an average age of 77 years, who live in Lafayette parish, Louisiana, picture-named 50 words of varying CF-representative phonotactics. On average, 34 words were produced similarly by 67% of participants and 16 words were produced similarly by 29% of participants. Variation mainly targets vowels, glides, affricates, and the rhotic, with prevalent processes occurring in stressed closed syllables. Results profile phonemic and phonetic inventories documenting CF phonologies today, also highlighting differences from earlier reports.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"138 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to analyze the structure of code-switched sentences uttered by Albanian bilingual students. It examines the predictions made by two theoretical viewpoints, namely Myers-Scotton’s Matrix Language Frame (MLF) and MacSwan’s approach within the Minimalist Program (MP). The students were observed in informal environments within Prishtina international school settings, such as during recess time, on the playground, etc. Tape recordings of the conversations were used to record this naturalistic data, which was then transcribed. In particular, examples from the Albanian/English pair were analyzed, and the MLF and MP predictions regarding combinatorial possibilities were tested. The findings show that our data can only partially be accounted for by the MLF and MP approaches. Switching is mainly unidirectional, with insertions from English into an Albanian syntactic frame. Determiners, such as demonstrative pronouns, indefinite pronouns, adverbs of quantity, as well as copular verbs, auxiliary verbs, and clitics, come from the Matrix Language (ML), complying with the MLF model. However, violations of the MLF model are encountered as well, such as the non-occurrence of stem/affix switching, the occurrence of bare forms, and Embedded Language (EL) islands not always constituting the maximal projection of the phrase, which are further described and predicted in MP model. The paper provides evidence that neither MLF nor MP are able to adequately account for the possible combinations in the mixed clause. According to what the literature to date indicates, integrating the approaches rather than using each one individually results in a better understanding of the grammar of code-switching.
{"title":"Morpho-syntactic structure of code-switched sentences produced by Albanian bilingual speakers","authors":"Festa Shabani, Milote Sadiku, Shkumbin Munishi","doi":"10.1558/jmbs.23497","DOIUrl":"https://doi.org/10.1558/jmbs.23497","url":null,"abstract":"This paper aims to analyze the structure of code-switched sentences uttered by Albanian bilingual students. It examines the predictions made by two theoretical viewpoints, namely Myers-Scotton’s Matrix Language Frame (MLF) and MacSwan’s approach within the Minimalist Program (MP). The students were observed in informal environments within Prishtina international school settings, such as during recess time, on the playground, etc. Tape recordings of the conversations were used to record this naturalistic data, which was then transcribed. In particular, examples from the Albanian/English pair were analyzed, and the MLF and MP predictions regarding combinatorial possibilities were tested. The findings show that our data can only partially be accounted for by the MLF and MP approaches. Switching is mainly unidirectional, with insertions from English into an Albanian syntactic frame. Determiners, such as demonstrative pronouns, indefinite pronouns, adverbs of quantity, as well as copular verbs, auxiliary verbs, and clitics, come from the Matrix Language (ML), complying with the MLF model. However, violations of the MLF model are encountered as well, such as the non-occurrence of stem/affix switching, the occurrence of bare forms, and Embedded Language (EL) islands not always constituting the maximal projection of the phrase, which are further described and predicted in MP model. The paper provides evidence that neither MLF nor MP are able to adequately account for the possible combinations in the mixed clause. According to what the literature to date indicates, integrating the approaches rather than using each one individually results in a better understanding of the grammar of code-switching.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"165 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The language of Heritage Speakers (HS), or of early bilinguals of a minority language, is often seen as incomplete or less developed than that of Monolingual Speakers (MS). This study investigates whether 7- to 9-year-old English/Polish HS can be distinguished from MS in terms of linguistic skills when complexity and fluency are focal rather than accuracy. Data from 78 participants shows no significant differences between HS and MS in fluency on an overall measure in either of the languages, although HS produce more fillers and repetitions. On complexity measures, the results for English were similar across groups for Mean Length of T-Unit, but there was a statistically significant difference in Polish, with HS achieving higher values. On a more specific measure of syntactic complexity (Subordination Index), HS achieved higher scores in both languages. There were no significant differences for Lexical Diversity. Corresponding measures were positively correlated across languages, suggesting that the L1 does not impede L2 achievement. Overall, we observed substantial overlap between the groups, with the vast majority of HS falling within the MS norms and the MS falling within the HS norms. This emphasises the need to move away from the deficit approach towards HS.
与单语使用者（MS）相比，传统语言使用者（HS）或早期少数民族语言双语使用者的语言通常被视为不完整或发展较慢。本研究调查了 7 至 9 岁的英语/波兰语双语者（HS）与单语者（MS）在语言技能方面的差异，即语言的复杂性和流畅性而非准确性。来自 78 名参与者的数据显示，尽管 HS 会产生更多的填词和重复，但在两种语言的整体流利程度上，HS 和 MS 之间并无明显差异。在复杂性测量方面，英语各组的 T 单位平均长度结果相似，但波兰语的差异在统计学上有显著性，HS 的数值更高。在更具体的句法复杂性测量（从属指数）方面，HS 在两种语言中的得分都较高。在词法多样性方面没有明显差异。在不同语言中，相应的测量结果呈正相关，这表明 L1 不会妨碍 L2 的成绩。总体而言，我们观察到各组之间存在大量重叠，绝大多数 HS 属于 MS 的标准范围，而 MS 属于 HS 的标准范围。这就强调了有必要摒弃以缺陷为导向的学习方法。
{"title":"Beyond accuracy","authors":"Magdalena Grose-Hodge, Ewa Dąbrowska, Dagmar Divjak","doi":"10.1558/jmbs.23513","DOIUrl":"https://doi.org/10.1558/jmbs.23513","url":null,"abstract":"The language of Heritage Speakers (HS), or of early bilinguals of a minority language, is often seen as incomplete or less developed than that of Monolingual Speakers (MS). This study investigates whether 7- to 9-year-old English/Polish HS can be distinguished from MS in terms of linguistic skills when complexity and fluency are focal rather than accuracy. Data from 78 participants shows no significant differences between HS and MS in fluency on an overall measure in either of the languages, although HS produce more fillers and repetitions. On complexity measures, the results for English were similar across groups for Mean Length of T-Unit, but there was a statistically significant difference in Polish, with HS achieving higher values. On a more specific measure of syntactic complexity (Subordination Index), HS achieved higher scores in both languages. There were no significant differences for Lexical Diversity. Corresponding measures were positively correlated across languages, suggesting that the L1 does not impede L2 achievement. Overall, we observed substantial overlap between the groups, with the vast majority of HS falling within the MS norms and the MS falling within the HS norms. This emphasises the need to move away from the deficit approach towards HS.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"150 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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