An important challenge in bilingualism research is to understand the mechanisms underlying sentence processing in a second language and whether they are comparable to those underlying native processing. Here, we focus on verb-particle constructions (VPCs) that are among the most difficult elements to acquire in L2 English. The verb and the particle form a unit, which often has a non-compositional meaning (e.g., look up or chew out), making the combined structure semantically opaque. However, bilinguals with higher levels (...) of English proficiency can develop a good knowledge of the semantic properties of verb-particle constructions (Blais and Gonnerman, 2013). A second difficulty is that in a sentence context, the particle can be shifted after the direct object of the verb, (e.g., The professor looked it up). The processing is more challenging when the object is long (e.g. The professor looked the student’s last name up.). This shifted structure favors syntactic processing at the expense of VPC semantic processing. We sought to determine whether or not bilinguals’ reading time (RT) patterns would be similar to those observed for native monolinguals (Gonnerman and Hayes, 2005) when reading VPCs in sentential contexts. French-English bilinguals were tested for English language proficiency, working memory and explicit VPC semantic knowledge. During a self-paced reading task, participants read 78 sentences with verb-particle constructions that varied according to parameters that influence native speakers’ reading dynamics: verb-particle transparency, particle adjacency and length of the object noun phrase (NP; 2, 3, or 5 words). RTs in a critical region that included verbs, NPs and particles were measured. Results revealed that RTs were modulated by participants’ English proficiency, with higher proficiency associated with shorter RTs. Examining participants’ explicit semantic knowledge of VPCs and working memory, only readers with more native-like knowledge of VPCs and a high working memory presented RT patterns that were similar to those of monolinguals. Therefore, given the necessary lexical and computational resources, bilingual processing of novel structures at the syntax-semantics interface follows the principles influencing native processing. The findings are in keeping with theories that postulate similar representations and processing in L1 and L2 modulated by processing difficulty. (shrink)

The study of code-switching speech has produced a wealth of knowledge in the understanding of bilingual language processing and representation. Here, we approach this issue by using a novel network science approach to map bilingual spontaneous CS speech. In Study 1, we constructed semantic networks on CS speech corpora and conducted community detections to depict the semantic organizations of the bilingual lexicon. The results suggest that the semantic organizations of the two lexicons in CS speech (...) are largely distinct, with a small portion of overlap such that the semantic network community dominated by each language still contains words from the other language. In Study 2, we explored the effect of clustering coefficients on language choice during CS speech, by comparing clustering coefficients of words that were code-switched with their translation equivalents in the other language. The results indicate that words where the language is switched have lower clustering coefficients than their TEs in the other language. Taken together, we show that network science is a valuable tool for understanding the overall map of bilingual lexicons as well as the detailed interconnections and organizations between the two languages. (shrink)

The relationship between bilingual language control and executive control is debated. The present study investigated the effect of short‐term language switching in a comprehension task on executive control performance in unbalanced bilinguals. Participants were required to perform a context task and an executive control task (i.e., flanker task) in sequence. A picture‐word matching task created different language contexts in Experiment 1 (i.e., L1, L2, and dual‐language contexts). By modifying the color‐shape switching task, we created different (...) contexts that do not involve language processing in Experiment 2 (i.e., color, shape, and dual context). Experiment 1 showed overall faster responses (in both congruent and incongruent trials) in the flanker task after a language switching context than after single (L1 or L2) contexts. This suggests that the language switching in a comprehension task affected general monitoring performance. By contrast, the nonlinguistic contexts in Experiment 2 did not affect flanker performance. This provides further evidence for the crucial role of language processing during switching to elicit short‐term adaptions on domain‐general conflict monitoring. Overall, our findings add to the previous studies by showing cross‐talk between bilingual language control and domain‐general conflict monitoring when language switching occurs in a comprehension task. (shrink)

Language is a cognitive function that is asymmetrically distributed across both hemispheres, with left dominance for most linguistic operations. One key question of interest in cognitive neuroscience studies is related to the contribution of both hemispheres in bilingualism. Previous work shows a difference of both hemispheres for auditory processing of emotional and non-emotional words in bilinguals and monolinguals. In this study, we examined the differences between both hemispheres in the processing of emotional and non-emotional words of mother (...) tongue language and foreign language. Sixty university students with Persian mother tongue and English as their second language were included. Differences between hemispheres were compared using the dichotic listening test. We tested the effect of hemisphere, language and emotion and their interaction. The right ear showed an advantage for the processing of all words in the first language, and positive words in the second language. Overall, our findings support previous studies reporting left-hemispheric dominance in late bilinguals for processing auditory stimuli. (shrink)

This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: the developmental patterns of oral and writing skills across primary school years; the pattern of relationships between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status taken under control. In total, 141 primary school (...) children from grades 2 to 5 in Central Italy aged between 7 and 11 years obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers. (shrink)

Parallel language activation in bilinguals leads to competition between languages. Experience managing this interference may aid novel language learning by improving the ability to suppress competition from known languages. To investigate the effect of bilingualism on the ability to control native-language interference, monolinguals and bilinguals were taught an artificial language designed to elicit between-language competition. Partial activation of interlingual competitors was assessed with eye-tracking and mouse-tracking during a word recognition task in the novel language. (...) Eye-tracking results showed that monolinguals looked at competitors more than bilinguals, and for a longer duration of time. Mouse-tracking results showed that monolinguals’ mouse movements were attracted to native-language competitors, whereas bilinguals overcame competitor interference by increasing the activation of target items. Results suggest that bilinguals manage cross-linguistic interference more effectively than monolinguals. We conclude that language interference can affect lexical retrieval, but bilingualism may reduce this interference by facilitating access to a newly learned language. (shrink)

To study the different mechanisms of understanding figurative language in a speaker’s native language and their second language, this study investigated how scientific metaphors in Chinese and English are electrophysiologically processed via event-related potential experimentation. Compared with the metaphors from daily life or in literary works, scientific metaphors tend to involve both a more complicated context structure and a distinct knowledge-inferencing process. During the N400 time window, English scientific metaphors elicited more negative N400s than Chinese ones at (...) the parietal region. In the late positive component time window, English scientific metaphors elicited less positive LPCs than Chinese ones at the parietal region, and larger late negativities encompassing smaller areas of the brain. The findings might indicate that for late unbalanced bilingual speakers, L2 scientific metaphor comprehension requires more effort in information retrieval or access to the non-literal route. Altogether, the possible findings are that non-native and non-dominant language processing involves decreased automaticity of cognitive mechanisms, and decreased sensitivity to the levels of conventionality of metaphoric meanings. (shrink)

Lateral temporal measures of the auditory evoked potential including the T-complex, as well as an earlier negative peak index maturation of auditory/speech processing. Previous studies have shown that these measures distinguish neural processing in children with typical language development from those with disorders and monolingual from bilingual children. In this study, bilingual children with Turkish as L1 and German as L2 were compared with monolingual German-speaking children with developmental language disorder and monolingual German-speaking children (...) with TD in order to disentangle effects of limited language input vs. reduced perceptual abilities in the processing of speech and non-speech stimuli. Sensory processing reflected by the T-complex was compared in response to a German vowel and a sine-wave tone in the three groups of children, ages 5 through 6 years. Stimuli were presented while children watched a muted video. Auditory evoked potentials were time-locked to the vowels and tones. AEPs to the frequent stimuli within an oddball paradigm were analyzed at the left and right temporal electrode sites.The results revealed language status, stimulus, and language test measures all influenced the T-complex amplitudes. Particularly, the peak amplitude of Ta was modulated by language status and stimulus type. Bilingual children had significantly more negative Ta responses than the monolingual children with TD for both vowels and tones while DLD children differed from TD children only for the vowel stimulus. The amplitude of the T-complex was overall more negative at the left than at the right site. The Na peak latency was longer for the bilingual group than that observed for the two monolingual groups. The Tb latency was shorter for DLD and bilingual groups than that for TD children in the vowel condition, but no such latency difference between DLD and bilingual children was found. We suggest that the attenuated T-complex for bilingual children indicates continued plasticity of the auditory cortex to allow for learning of novel, second-language speech sounds. (shrink)

Studies on bilingual word processing have demonstrated that the two languages in a mental lexicon can be parallelly activated. However, it is under discussion whether the activated, non-target language gets involved in the target language. The present study aimed to investigate the role of the first language translation in the second language word processing. The tasks of semantic relatedness judgment and lexical decision were both adopted, to explore the relation of the possible L1 (...) involvement and the task demand. Besides, bilinguals with relatively higher and lower L2 proficiency were recruited, to clarify the potential influence of L2 proficiency. Results showed that the manipulation of L1 translation exerted an influence on bilinguals’ task performances, indicating that L1 translation was involved, but did not just serve as a by-product when bilinguals were processing L2 words. And about the influence of L2 proficiency, the higher proficiency bilinguals performed better than the lower proficiency ones when the L1 translations could be taken advantage of, indicating a better access to L1 translation in L2 word processing, as bilinguals’ L2 proficiency increased. As for the task demands, the L1 translation was partially involved in Experiment 1 while a full involvement was observed in Experiment 2, suggesting a differed depth of L1 translation involvement, if the task demands allowed. The present study supplemented the previous ones due to its participants and tasks ; besides, it provided an interesting view into interpreting the “task schema” of the BIA+ model. (shrink)

Human memory likely evolved to serve adaptive functions, that is, to help maximise our chances of survival and reproduction. One demonstration of such adaptiveness is the increased retention of inf...

In lieu of an abstract, here is a brief excerpt of the content:Spiritually Bilingual:Buddhist Christians and the Process of Dual Religious BelongingJonathan HomrighausenSociologists studying convert Buddhism in America have found that a surprisingly large number of Buddhists also identify as Christian.1 However, little empirical literature examines these Buddhist-Christian “dual religious belongers.”2 This study aims to fill that gap. Based on extensive interviews with eight self-identified “Buddhist Christians” of varying levels of doctrinal and experiential understanding, this study examines the conversion (...) process of these dual belongers and how they combine these religious traditions. Building on Michael von Brück’s contention that one’s first religion is like a mother tongue, I compare taking on a second religious tradition to learning a second language.3 As practitioners become more “fluent” in the second religion, they differentiate the two religions more clearly while combining them more seamlessly in their daily lives.methodologyThis study employs grounded theory and a qualitative, inductive methodology. Grounded theory is designed to elucidate the dynamic changes involved in a social process, with rich descriptions of categories and explanations for variations between different people’s experiences.4 While the use of qualitative methods with a small sample size means that my results have little statistical significance, such methods have been used in recent research on conversion and dual belonging and yield deep theoretical insight.5Eight participants for this study were solicited via word of mouth, personal acquaintance, and posting in a Buddhist-Christian Yahoo Group. In particular, I focused on Buddhist-Catholic practitioners to limit my sample group. Interviews were conducted and recorded in person or on the phone over a three-month period in fall, 2011. Interviews were open-ended, each lasting from sixty to ninety minutes. Several participants later received a draft of the paper to ensure they felt adequately represented; five participants responded. Names of participants have been changed for [End Page 57] confidentiality. To complement these interviews, I also incorporate written accounts of Buddhist-Christian conversion from both Catholic and Protestant authors.6participants’ backgroundsIt can be difficult to define Buddhist identity in the West, as many people who regularly practice meditation in a sangha do not self-identify as Buddhist.7 This study focuses on those who both practice Buddhist and Christian spirituality and belong to religious groups of both traditions. The eight participants have a range of religious expertise and commitment to both traditions. In terms of Catholic identity, six are laypeople (one in a secular religious order), one a priest, and one a nun. Three participants are theology professors. Seven have been Catholics from birth. One spent a decade living in a Buddhist monastery, two of them are roshis, and five give Buddhist teaching or meditation instruction formally. Seven of them practice various forms of Ch’an or Zen, while one practices Tibetan Buddhism.Cathy went not from Catholicism to Buddhism, but from Buddhism to Catholicism. A former Mormon and Unitarian, she began learning meditation at a Ch’an temple. This Ch’an temple normally only reached out to the Chinese community, but there was a Taiwanese nun there who wanted to reach out to non-Chinese community members. After practicing there for a few years, Cathy moved to another location, where she could not find any sangha that fit her needs. After attending Mass with a friend, she decided to become Catholic because she needed a community. It was not a hard transition for Cathy, who described feeling in meditation “some kind of entity, whether you call it God or Creator or atomic process.” She was confirmed as a Catholic in 2011.Rachel has been a nun for fifty years and a practicing Zen Buddhist for thirty, ten of those years living and working in a Zen monastery in the mountains of California. She described feeling an emptiness in her faith, a lack of practical knowledge of how to attain the spiritual goals that her Catholic tradition had for her. After hearing Zen teacher Cheri Huber speak at a conference, she took Huber on as her teacher. She has facilitated meditation workshops for many years. Though meditation instruction is not her full-time ministry, “meditation is my life … so in a sense... (shrink)

Native language listeners engage in predictive processing in many processing situations and adapt their predictive processing to the statistics of the input. In contrast, second language listeners engage in predictive processing in fewer processing situations. The current study uses eye-tracking data from two experiments in bilinguals’ native language and second language to explore their predictive processing based on contrastive pitch accent cues, and their adaptation in the face of prediction errors. (...) The results of the first experiment show inhibition effects for unpredicted referents in both the L1 and the L2 that can be modeled with a Bayesian adaptation model, suggesting that bilinguals adapt their prediction in the face of prediction errors in a way that is compatible with the model. In contrast, the results of the second experiment, after a training phase that increased the predictive validity of the cue, show inhibition effects for unpredicted referents only in the L1, but not in the L2. In addition, the Bayesian adaptation model significantly predicts only the L1, but not the L2 data. The results are discussed with respect to adaptation to the statistical properties of the input. (shrink)

This exploratory study assessed the use of functional Near Infrared Spectroscopy (fNIRS) to examine hemodynamic response patterns during sentence processing. Four groups of participants: monolingual English children, bilingual Chinese-English children, bilingual Chinese-English adults and monolingual English adults were given an agent selection syntactic processing task. Bilingual child participants were classified as simultaneous or sequential bilinguals to examine the impact of first language, age of second-language acquisition (AoL2A), and the length of second language (...) experience on behavioral performance and cortical activation. Participants were asked to select the agent of four types of sentences: subject-verb-object (SVO), passive (PAS), subject-extracted relative clause (SR), and object-extracted relative clause (OR) adopted from the “Whatdunit” task by Montgomery et al. (2016). Semantic cues were removed by using inanimate nouns for agents and patients, which constrained participants to make decisions based on syntactic knowledge. Behavioral results showed greater accuracy for canonical SVO and SR sentence types than for noncanonical OR and PAS sentence types, which aligns with prior studies. Neuroimaging results revealed greater hemodynamic responses to relative clauses (i.e., SR and OR sentences) than to simple sentences (SVO and PAS), especially for Chinese-English bilinguals suggesting first-language transfer influencing sentence processing in English. The effects AoL2A and the length of second language experience showed no significant differences between simultaneous and sequential bilinguals or between bilingual adults and children for identifying the correct agent in each sentence. However, neuroimaging results demonstrated greater hemodynamic responses in right dorsolateral prefrontal cortex (DLPFC) and left inferior parietal lobule (IPL) in simultaneous bilinguals compared to sequential bilinguals and greater hemodynamic responses in left and right DLPFC and left IPL among bilingual adults. Different behavioral and neural hemodynamic response patterns afford new insights into the effects of syntactic knowledge on sentence processing. (shrink)

It has been proposed that processing sentential negation recruits the neural network of inhibitory control. In addition, inhibition mechanisms also play a role in switching languages for bilinguals. Since both processes may share inhibitory resources, the current study explored for the first time whether and how language-switching influences the processing of negation. To this end, two groups of Spanish-English bilinguals participated in an encoding-verification memory task. They read short stories involving the same two protagonists, referring to their (...) activities in four different scenarios in Spanish or English. Following each story, the participants received verification questions requiring “yes” or “no” responses depending on whether a given fact was correctly referred to one of the protagonists. Some of the verification questions were in the story’s original language and others in the alternate language. Results revealed that language-switching facilitated negative responses compared to affirmative responses, exclusively for questions switching from dominant language to non-dominant language. This effect might reflect that the domain-general mechanisms of inhibitory control are recruited at least partially for both language switch and negation process simultaneously, although this phenomenon is modulated by language dominance. (shrink)

Most studies on bilingual language development focus on children’s second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals’ performance. We then examined whether high exposure to L1 could possibly minimize the (...) gap between monolinguals and bilinguals. We analyzed data from 233 typically developing children (88 bilingual, 145 monolingual) aged 4;0 to 7;5 (years; months) on six language measures in Polish: receptive vocabulary, productive vocabulary, receptive grammar, productive grammar (sentence repetition), phonological processing (non-word repetition) and discourse abilities (narration). Information about language exposure was obtained via parental questionnaires. For each language task, we analyzed the data from the subsample of bilinguals who had completed all the tasks in question and from monolinguals matched one-on-one to the bilingual group on age, SES (measured by years of mother’s education), gender, non-verbal IQ and short term memory. The bilingual children scored lower than monolinguals in all language domains, except discourse. The group differences were more pronounced on the productive tasks (vocabulary, grammar, phonological processing) and moderate on the receptive tasks (vocabulary and grammar). L1 exposure correlated positively with the vocabulary size and phonological processing. Grammar scores were not related to the levels of L1 exposure, but were predicted by general cognitive abilities. L2 exposure negatively influenced productive grammar in L1, suggesting possible L2 transfer effects on L1 grammatical performance. Children’s narrative skills benefitted from exposure to two languages: both L1 and L2 exposure influenced story structure scores in L1. Importantly, we did not find any evidence (in any of the tasks in which the gap was present) that the performance gap between monolinguals and bilinguals could be fully closed with high amounts of L1 input. (shrink)

The brain processes underlying the distinction between emotion-label words (e.g. happy, sad) and emotion-laden words (e.g. successful, failed) remain inconclusive in bilingualism research. The present study aims to directly compare the processing of these two types of emotion words in both the first language (L1) and second language (L2) by recording event-related potentials (ERP) from late Chinese-English bilinguals during a lexical decision task. The results revealed that in the early word processing stages, the N170 emotion effect (...) emerged only for L1 negative emotion-laden words and L2 negative emotion-label words. In addition, larger early posterior negativity (EPN) was elicited by emotion-laden words than emotion-label words in both L1 and L2. In the later processing stages, the N400 emotion effect was evident for L1 emotion words, excluding positive emotion-laden words, while it was absent in L2. Notably, L1 emotion words elicited enhanced N400 and attenuated late positive complex (LPC) compared to those in L2. Taken together, these findings confirmed the engagement of emotion, and highlighted the modulation of emotion word type and valence on word processing in both early and late processing stages. Different neural mechanisms between L1 and L2 in processing written emotion words were elucidated. (shrink)

Second language listening is a common challenge for language learners. It remains largely unknown how bilinguals process L2 listening. The literature has suggested an interactive model of L2 listening processing. However, few studies have examined the model from an experimental approach. The current study tried to provide empirical evidence for the interactive model of L2 listening processing in bilinguals by exploring the relationships among English spoken word segmentation, cognitive inhibition, cognitive flexibility, and L2 listening proficiency. The (...) results showed positive associations among SWS, cognitive inhibition, cognitive flexibility, and L2 listening proficiency. Mediation analysis suggested that SWS might have a positive influence on L2 listening proficiency both directly and indirectly through cognitive inhibition and cognitive flexibility, respectively. These results imply that both bottom-up and top-down processes are engaged in bilinguals’ L2 listening processing. (shrink)

Memory errors and, specifically, false memories in the Deese/Roediger–McDermott paradigm have been extensively studied in the past decades. Most studies have investigated false memory in monolinguals’ native or first language (L1), but interest has also grown in examining false memories in participants’ second language (L2) with different proficiency levels. The main purpose of this manuscript is to review the current state of knowledge on the role of language proficiency on false memories when participants encode and retrieve information (...) in the same language. To do so, a systematic literature search was conducted, and the available studies were reviewed. These studies differed in, for example, age, language proficiency, or material characteristics, including both high and low associative strength lists, and they reported different results. In this review, we attempted to make sense of the apparently contradictory results by carefully identifying participants’ language dominance and L2 proficiency. Specifically, the results indicated that, first, people are more prone to produce false memories in their dominant than in their non-dominant language. This result generalizes to lists with high and low associative strength, as well as to participants of different ages. Second, false memories do not differ between two languages when speakers are equally proficient in both languages. Finally, highly proficient L2 speakers produce more false memories in their L2 than speakers with lower L2 proficiency. The results of this review will be considered in the light of the theoretical frameworks of false memories and bilingual language processing. (shrink)

Resumo: O objetivo deste estudo é apresentar reflexões teórico-metodológicas sobre o processo de letramentos bilíngues de estudantes surdos no ensino superior. Tomamos a enunciação verbo-visual como categoria bakhtiniana que direciona as hipóteses de leitura em português pelos estudantes surdos e ocupa centralidade na produção textual sinalizada em língua brasileira de sinais. Da obra do folclorista Câmara Cascudo foram selecionadas lendas brasileiras para análise textual de elementos coesivos que operam nas estratégias de referenciação no texto narrativo em língua brasileira de sinais (...) e na língua portuguesa. Como contribuições teórico-metodológicas, apresentamos a utilização da pedagogia visual e de um roteiro que orienta a leitura com destaque aos elementos intertextuais, paratextuais e textuais na produção dos sentidos do texto. O videorregistro de lendas brasileiras em libras contribui para a ampliação do repertório de gêneros textuais sinalizados, pesquisa e diversificação de léxico regional e composição de acervo de materiais e tecnologias em língua de sinais, para a constituição de uma cultura letrada. Palavras-chave: Letramento acadêmico; Libras; Português como segunda língua; Gêneros textuais; Ensino Superior. Bilingual literacies of deaf students in higher education: a study with Brazilian legends Abstract: The objective of this study is to present theoretical and methodological reflections on the process of bilingual literacies of deaf students in higher education. We understand that the verbovisual enunciation is the Bakhtinian category that mobilizes the hypotheses of reading in Portuguese by deaf students and occupies the centrality in the Brazilian sign language textual production. We selected Brazilian legends of the work of the folklorist Câmara Cascudo, for textual analysis of cohesive elements that influence the referencing strategies in the narrative text in Brazilian sign language and in the Portuguese. As theoretical-methodological contributions, we present the use of visual pedagogy and a script that guides reading, with emphasis on intertextual, paratextual and textual elements in the production of the meanings of the text. The recording of the Brazilian sign language in video of Brazilian legends contributes to the expansion of the repertoire of textual genres signaled in the Brazilian sign language, research and diversification of the regional lexicon and the composition of materials and technologies in sign language for the constitution of a literate culture. Key-words: Academic literacy; Brazilian sign language; Portuguese as a second language; Textual genres; Higher education. Letramentos bilingües de estudiantes sordos en la educación superior: un estudio con leyendas brasileñas Résumen : El objetivo de este estudio es presentar reflexiones teóricas y metodológicas sobre el proceso de letramento bilingüe de estudiantes sordos en la educación superior. Entendemos que la enunciación verbovisual es la categoría bakhtiniana que influye en las hipótesis de lectura en portugués de los estudiantes sordos y ocupa la centralidad en la producción textual señalada en lengua de señas brasileña. Seleccionamos leyendas brasileñas de la obra de la folclorista Câmara Cascudo, para el análisis textual de elementos cohesivos que influyen en las estrategias de referenciación en el texto narrativo en lengua de señas brasileña y en portugués. Como aportes teóricos y metodológicos, se presenta el uso de la pedagogía visual y un guión que orienta la lectura con énfasis en elementos intertextuales, paratextuales y textuales en la producción de los sentidos del texto. La producción de leyendas brasileñas en lengua de señas videograbada contribuye a la expansión del repertorio de géneros textuales señalados en la lengua de señas brasileña, la investigación y diversificación del léxico regional y la composición de materiales y tecnologías en lengua de signos para la constitución de una cultura letrada. Palabras clave: Letramento académico ; Libras ; Portugués como segunda lengua ; Géneros textuales ; Enseñanza superior. Data de registro: 15/04/2021 Data de aceite: 01/12/2021. (shrink)

Interest in the intersection between bilingualism and cognitive control and accessibility to neuroimaging methods have resulted in numerous studies with a variety of interpretations of the bilingual cognitive advantage. Neurocomputational Emergentism (or Neuroemergentism for short) is a new framework for understanding this relationship between bilingualism and cognitive control. This framework considers Emergence, in which two small elements are recombined in an interactive manner, yielding a non-linear effect. Added to this is the notion that Emergence can be captured in neural (...) systems using computationally inspired models. This review poses that bilingualism and cognitive control, as examined through the Neuroemergentist framework, are interwoven through development and involve the non-linear growth of cognitive processing encompassing brain areas that combine and recombine, in symbiotic and parasitic ways, in order to handle more complex types of processing. The models that have sought to explain the neural substrates of bilingual cognitive differences will be discussed with a reinterpretation of the entire bilingual cognitive advantage within a Neuroemergentist framework incorporating its neural bases. It will conclude by discussing how this new Neuroemergentist approach alters our view of the effects of language experience on cognitive control. Avenues to move beyond the simple notion of a bilingual advantage or lack thereof will be proposed. (shrink)

While modern theories of emotion emphasize the role of higher-order cognitive processes such as semantics in human emotion, much research into emotional learning has ignored the potential contribut...

We explore the relationship between first language attrition and language dominance, defined here as the relative availability of each of a bilingual’s languages with respect to language processing. We assume that both processes might represent two stages of one and the same phenomenon (Köpke, 2018; Schmid & Köpke, 2017). While many researchers agree that language dominance changes repeatedly over the lifespan (e.g. Silva-Corvalan & Treffers-Daller, 2015), little is known about the precise time scales involved (...) in dominance shifts and attrition. We investigated such time scales in a longitudinal case study of pronominal subject production by a near-native L2-German (semi-null subject/topic-drop but non-pro-drop) and L1-Bulgarian (pro-drop) bilingual speaker with 15 years of residence in Germany. This speaker’s spontaneous speech showed a significantly higher rate of overt subjects (OS) in her L1 than the controls’ rates when tested in Germany. After a three-week L1 reexposure in Bulgaria, however, attrition effects disappeared and the OS rate fell within the monolinguals’ range (Genevska-Hanke, 2017). The findings of this first investigation were now compared to those of a second investigation five years later, involving data collection in both countries. The results show that after 15 years of immigration, no further attrition was attested and OS production remained monolingual-like for data collection in both language environments. The discussion focuses on the factors that are likely to explain these results. First, these show that attrition and language dominance are highly dependent on immediate language use context and change rapidly when the language environment is modified. Additionally, the data obtained after L1 reexposure illustrate that time scales involved in dominance shift or attrition are much shorter than previously thought. Second, the role of age of acquisition in attrition has repeatedly been acknowledged. The present study demonstrates that attrition of a highly entrenched L1 is a phenomenon affecting language processing only temporarily and that it is likely to regress quickly after reexposure or return to balanced L1 use. The discussion suggests that dominance shift and attrition probably involve similar mechanisms and are influenced by the same external factors, showing that both may be different steps of the same process. (shrink)

How does a child rapidly acquire and develop a structured mental organization for the vast number of words in the first years of life? How does a bilingual individual deal with the even more complicated task of learning and organizing two lexicons? It is only until recently have we started to examine the lexicon as a dynamical system with regard to its acquisition, representation, and organization. In this article, I outline a proposal based on our research that takes the (...) dynamical approach to the lexicon, and I discuss how this proposal can be applied to account for lexical organization, structural representation, and competition within and between languages. In particular, I provide computational evidence based on the DevLex model, a self‐organizing neural network model, and neuroimaging evidence based on functional magnetic resonance imaging (fMRI) studies, to illustrate how children and adults learn and represent the lexicon in their first and second languages. In the computational research, our goal has been to identify, through linguistically and developmentally realistic models, detailed cognitive mechanisms underlying the dynamic self‐organizing processes in monolingual and bilingual lexical development; in the neuroimaging research, our goal has been to identify the neural substrates that subserve lexical organization and competition in the monolingual and the bilingual brain. In both cases, our findings lead to a better understanding of the interactive dynamics involved in the acquisition and representation of one or multiple languages. (shrink)

The native language changes as a result of contact with a second language, and the pattern and degree of such change depend on a variety of factors like the bilingual experience or the linguistic level. Here, we present a systematic review and meta-analysis of works that explore variations in native sentence comprehension and production by comparing monolinguals and bilinguals. Fourteen studies in the meta-analysis provided information regarding the bilingual experience and differences at the morphosyntactic level using (...) behavioral methods. Overall, we observed that first language processing is subject to small transformations in bilinguals that occur in sentence comprehension and production. The magnitude of the changes depended on bilingual experiences, but only length of residence in an L2 setting predicted the degree of change, where shorter length of residence was associated with larger changes. Results are discussed and related to the cognitive processes that potentially cause the transformations in the first language. The present work reveals some limitations in the field that should be addressed in future studies to better understand the mechanisms behind language attrition. (shrink)

Has language developed to serve as a system of communication or one of thought? While language is clearly an excellent tool for communication, the possible contribution of higher order cognitive processes other than language to communication may provide insights on how we think about language evolution. Studies show that bilingualism improves communication skills, possibly due to boosting domain general processes, thus suggesting a divide between communication and formal language. However, to date little attention has been (...) paid to bilingual atypical child populations presenting asymmetric developmental delays in language and communication skills. In this study, we explore the language-communication divide in bilingual and monolingual children diagnosed with High Functioning Autism (HFA), displaying primary communication difficulties, and those with Specific Language Impairment (SLI), displaying primary language difficulties. Children were tested on language, cognitive control, Theory of Mind (ToM), social comprehension and verbal communication. Results demonstrate that bilingual children with HFA exhibit enhanced cognitive control, ToM and social comprehension, which in turn improve their verbal communication as compared to their monolingual peers with HFA. On the other hand, no boost emerges in bilingual children with SLI, be it in cognitive control or ToM, though a weaker advantage (relative to the children with ASD) can be observed in their verbal communication skills, with significant mediation from social comprehension. The overall evidence suggests that language, though useful for communication, is not sufficient for communication, and may arguably not have evolved primarily for communicative purposes. (shrink)

The present study examines the processing of subject-verb (SV) number agreement with coordinate subjects in pre-verbal and post-verbal positions in Greek. Greek is a language with morphological number marked on nominal and verbal elements. Coordinate SV agreement, however, is special in Greek as it is sensitive to the coordinate subject's position: when pre-verbal, the verb is marked for plural while when post-verbal the verb can be in the singular. We conducted two experiments, an acceptability judgment task with adult (...) monolinguals as a pre-study (Experiment 1) and a self-paced reading task as the main study (Experiment 2) in order to obtain acceptance as well as processing data. Forty adult monolingual speakers of Greek participated in Experiment 1 and a hundred and forty one in Experiment 2. Seventy one children participated in Experiment 2: 30 Albanian-Greek sequential bilingual children and 41 Greek monolingual children aged 10–12 years. The adult data in Experiment 1 establish the difference in acceptability between singular VPs in SV and VS constructions reaffirming our hypothesis. Meanwhile, the adult data in Experiment 2 show that plural verbs accelerate processing regardless of subject position. The child online data show that sequential bilingual children have longer reading times (RTs) compared to the age-matched monolingual control group. However, both child groups follow a similar processing pattern in both pre-verbal and post-verbal constructions showing longer RTs immediately after a singular verb when the subject was pre-verbal indicating a grammaticality effect. In the post-verbal coordinate subject sentences, both child groups showed longer RTs on the first subject following the plural verb due to the temporary number mismatch between the verb and the first subject. This effect was resolved in monolingual children but was still present at the end of the sentence for bilingual children indicating difficulties to reanalyze and integrate information. Taken together, these findings demonstrate that (a) 10–12 year-old sequential bilingual children are sensitive to number agreement in SV coordinate constructions parsing sentences in the same way as monolingual children even though their vocabulary abilities are lower than that of age-matched monolingual peers and (b) bilinguals are slower in processing overall. (shrink)

The article examines bilinguism from the social and political perspective, discussing such phenomena as the language situation, language policy, language rights. The author defines the concept of a language situation and reveals the features of various types of a bilingual situation: horizontal and vertical bilingualism, balanced and unbalanced bilingualism. The article analyzes the language policy under the conditions of bilingualism and specifies the main points of its possible problematization. Diglossia is analyzed as a factor (...) of language development; special attention is paid to the evolvement of bilingualism in a diglossic situation. The article considers the possible statuses of national languages in a diglossic context and their statuses from the perspective of the balance of political forces. The author models the prospects for the development of national languages in diglossic contexts and analyzes destructive relation of diglossia to language evolution. The article reveals the phenomenon of exoglossia, its demonstrates its negative impact on the language process, the mechanisms of its influence through the education system. The phenomenon of bilingualism is related to the process of the formation of national identity, of the development of various models of diglossia and especially exoglossia. The article discusses language issues arising in the social and political life, determines the conditions of its actualization and aggravation on various historical stages. The author assesses prospects for the development of national languages in the context of globalization, in particular the possibility of the formation of the diglossic situation of the dominance of “global English” over national languages. The article concludes with the ways to overcome language conflicts and imbalances. (shrink)

A comparison of African grammars written in French, and bilingual Franco-African or Franco-Caribbean dictionaries, allows us to discern a common myth concerning “family” ties between French and African Languages.Missionaries consider two means of conversion: by the introduction of the God-Word to his children, which predetermines the foreign society to be encountered; the other demands an ethno- graphic study (to discover the meaning of language) in oral societies (African, Caribbean) to whom an alphabetical language is superimposed (with Latin (...) characters). This effort of transcription presupposes the harmonious compatibility of all oral languages with French. Thus the missionaries breathe the Word and transcendence into the colonies in order to recover in “Word incarnate”, instrument and symbol for the conversion process. (The theologian would speak here of the “verticality of transcendence”.) But the missionary enterprise meets with the resistances of written language and of foreign societies endowed with complex structures and syntaxes. Thus, the so-called “verticality” crumbles along with missionary hopes, resulting in a trite approximate translation which could be characterized as “horizontal”. (shrink)

An important question in early bilingual first language acquisition concerns the development of lexical-semantic associations within and across two languages. The present study investigates the earliest emergence of lexical-semantic priming at 18 and 24 months in Spanish-English bilinguals and its relation to vocabulary knowledge within and across languages. Results indicate a remarkably similar pattern of development between monolingual and bilingual children, such that lexical-semantic development begins at 18 months and strengthens by 24 months. Further, measures of cross- (...) class='Hi'>language lexical knowledge are stronger predictors of children’s lexical-semantic processing skill than measures that capture single-language knowledge only. This suggests that children make use of both languages when processing semantic information. Together these findings inform the understanding of the relation between lexical-semantic breadth and organization in the context of dual language learners in early development. (shrink)

To construct their first lexicon, infants must determine the relationship between native phonological variation and the meanings of words. This process is arguably more complex for bilingual learners who are often confronted with phonological conflict: phonological variation that is lexically relevant in one language may be lexically irrelevant in the other. In a series of four experiments, the present study investigated English–Mandarin bilingual infants’ abilities to negotiate phonological conflict introduced by learning both a tone and a non-tone (...) language. In a novel word learning task, bilingual children were tested on their sensitivity to tone variation in English and Mandarin contexts. Their abilities to interpret tone variation in a language-dependent manner were compared to those of monolingual Mandarin learning infants. Results demonstrated that at 12–13 months, bilingual infants demonstrated the ability to bind tone to word meanings in Mandarin, but to disregard tone variation when learning new words in English. In contrast, monolingual learners of Mandarin did not show evidence of integrating tones into word meanings in Mandarin at the same age even though they were learning a tone language. However, a tone discrimination paradigm confirmed that monolingual Mandarin learning infants were able to tell these tones apart at 12–13 months under a different set of conditions. Later, at 17–18 months, monolingual Mandarin learners were able to bind tone variation to word meanings when learning new words. Our findings are discussed in terms of cognitive adaptations associated with bilingualism that may ease the negotiation of phonological conflict and facilitate precocious uptake of certain properties of each language. (shrink)

In the current study, late Chinese–English bilinguals performed a facial expression identification task with emotion words in the task-irrelevant dimension, in either their first language or second language. The investigation examined the automatic access of the emotional content in words appearing in more than one language. Significant congruency effects were present for both L1 and L2 emotion word processing. Furthermore, the magnitude of emotional face-word Stroop effect in the L1 task was greater as compared to the (...) L2 task, indicating that in L1 participants could access the emotional information in words in a more reliable manner. In summary, these findings provide more support for the automatic access of emotional information in words in the bilinguals’ two languages as well as attenuated emotionality of L2 processing. (shrink)

In recent years bilingualism has been linked to both advantages in executive control and positive impacts on aging. Such positive cognitive effects of bilingualism have been attributed to the increased need for language control during bilingual processing and increased cognitive reserve, respectively. However, a mechanistic explanation of how bilingual experience contributes to cognitive reserve is still lacking. The current paper proposes a new focus on bilingual memory as an avenue to explore the relationship between executive (...) control and cognitive reserve. We argue that this focus will enhance our understanding of the functional and structural neural mechanisms underlying bilingualism-induced cognitive effects. With this perspective we discuss and integrate recent cognitive and neuroimaging work on bilingual advantage, and suggest an account that links cognitive control, cognitive reserve, and brain reserve in bilingual aging and memory. (shrink)

In the perceptual learning of lexical tones, an automatic and robust attention-to-phonology system enables native tonal listeners to adapt to acoustically non-optimal speech, such as phonetic conflicts in daily communications. Previous tone research reveals that non-native listeners who do not linguistically employ lexical tones in their mother tongue may find it challenging to attend to the tonal dimension or integrate it with the segmental features. However, it is unknown whether the attentional interference initially caused by a maternal attentional system would (...) continue influencing the non-optimal tone perception for simultaneous bilingual teenagers. From an endpoint in the age of language acquisition, we investigate whether the tone-specific attention mechanism developed by the Urdu-Cantonese simultaneous bilinguals is automatic enough to assist them in adapting to a phonetically-conflicting environment. Three groups of teenagers engaged in a four-condition ABX task: Urdu-Cantonese simultaneous bilinguals, Cantonese native listeners, and Urdu-speaking, late learners of Cantonese. The results showed that although the simultaneous bilinguals could phonologically process Cantonese tones in a Cantonese-like way under a conflict-free listening condition, they still failed in adapting to the phonetic conflicts, especially the segment-induced ones. It thus demonstrated that the simultaneous exposure and years of regular education in Hong Kong local schools still could not automatically guarantee simultaneous bilingual processing of Cantonese tones. In interpreting the findings, it hypothesized that, except for simultaneous exposure, the development of a tone-specific attention mechanism is also likely to be L1-inhibitory, tone experience-driven, and language-specific for simultaneous bilinguals. (shrink)

This study investigated grammatical gender processing in school-age Spanish-English bilingual children using a visual world paradigm with a 4-picture display where the target noun was heard with a gendered article that was either in a context where all distractor images were the same gender as the target noun or in a context where all distractor images were the opposite gender than the target noun. We investigated 32 bilingual children who were exposed to Spanish since infancy and began (...) learning English by school entry. Along with the eye-tracking experiment, all children participated in a standardized language assessment and told narratives in English and Spanish, and parents reported on their child's current Spanish language use. The differential proportion fixations to target were analyzed in two time regions with linear mixed-effects models. Results show that prior to the target word being spoken, these bilingual children did not use the gendered articles to actively anticipate upcoming nouns. In the subsequent time region, it was shown that there are differences in the way they use feminine and masculine articles, with a lack of use of the masculine article and a potential facilitatory use of the feminine article for children who currently use more Spanish than English. This asymmetry in the use of gendered articles in processing is modulated by current Spanish language use and trends with results found for bilingual and second-language learning adults. (shrink)

Research on bilingualism has grown exponentially in recent years. However, the comprehension of speech in noise, given the ubiquity of both bilingualism and noisy environments, has seen only limited focus. Electroencephalogram studies in monolinguals show an increase in alpha power when listening to speech in noise, which, in the theoretical context where alpha power indexes attentional control, is thought to reflect an increase in attentional demands. In the current study, English/French bilinguals with similar second language proficiency and who varied (...) in terms of age of L2 acquisition from 0 to 15 years completed a speech perception in noise task. Participants were required to identify the final word of high and low semantically constrained auditory sentences such as “Stir your coffee with a spoon” vs. “Bob could have known about the spoon” in both of their languages and in both noise and quiet during electrophysiological recording. We examined the effects of language, AoA, semantic constraint, and listening condition on participants’ induced alpha power during speech comprehension. Our results show an increase in alpha power when participants were listening in their L2, suggesting that listening in an L2 requires additional attentional control compared to the first language, particularly early in processing during word identification. Additionally, despite similar proficiency across participants, our results suggest that under difficult processing demands, AoA modulates the amount of attention required to process the second language. (shrink)

Theravada Buddhist sermons in palm-leaf manuscript collections in South and Southeast Asia are frequently bilingual, including portions in the classical language of Pali and a local vernacular, such as Burmese, Sinhala, or Thai. These bilingual sermons prove to be ideal subjects for exploring how Buddhist scriptures function as kinetic, interactive processes of performance and reception. This paper draws on three examples of Pali-Khmer sermons composed in Cambodia between the sixteenth and nineteenth centuries. The three bilingual texts (...) or “bitexts” analyzed in this article each follow a different format: rearranged phrasal gloss, selective sentence gloss, and vernacular expansion. These formats draw on the pan-Theravada technology of the bitext to create a dynamic oscillation between Pali and Khmer passages, amplifying patterns established by differential practices of listening and recitation. The key medium in this process is language, which serves as a fluid intermediary that makes the relational activity of scripture possible. (shrink)

This study examined academic and instructional effects of history fair participation on English Language Learners (ELLs). The exhibition preparation process included inquiry-based pedagogy to increase bilingual students’ social studies knowledge. The Bilingual History Fair required recent immigrant, 4th–12th grade students to explore community and immigration through oral history research projects. The mixed-methods data collection process involved a survey of 37 teacher participants, two teacher focus group interviews, and pre- and post-data collected from 149 student participants. Student involvement (...) in the history project expanded student learning and understanding of historical concepts. Through this initiative, teachers validated the students’ languages, cultures, and life experiences of their families. The student-to-teacher interactions and the employed targeted instructional strategies were “key methods to moving ELLs toward a stage of historical thinking that will have a measurable impact on student progress in the social studies” ( Salinas, Franquiz, & Guberman 2006, p. 207 ). The findings demonstrate that “teaching social studies that matters to ELLs is an achievable goal” ( Cruz & Thornton, 2009, p. 274 ). The process enhanced the self-concept and efficacy of the students and their sense of place in their schools and communities. (shrink)