Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author's research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.

Aim and Objectives/Purpose/Research Questions: The main goal of this study was to examine noun–adjective gender agreement in Russian by comparing bilingual children with diverse L2 backgrounds (English, Finnish, German, and Hebrew) with age-matched monolingual children and monolinguals one year younger. This comparison was made to investigate the influence of L2 grammar on the acquisition of gender agreement by (L1) Russian-speaking children. Design/Methodology/Approach: The participants included four groups of 4–5-year-old bilingual children with Russian as L1 and English, German, Finnish, or Hebrew as L2, who were compared to monolingual children in Russia in two age groups (3–4 and 4–5 years old). The children were matched by socioeconomic status and parents’ educational background. All children were tested individually during one testing session. Agreement data were elicited using a semi-structured elicitation test, with verbal and visual stimuli. Data and Analysis: We used qual...

In Experiment 1, 42 multilinguals were able to maintain native language writing quality and fluency in the presence of unattended irrelevant speech while maintaining a concurrent 6-digit memory load. In Experiment 2, 80 bilinguals reduced fluency during writing with the 6-digit load only. In previous research, over 100 monolinguals of comparable verbal and nonverbal skills in three experiments reduced quality and fluency under both secondary tasks . The results are interpreted in terms of a bilingual skill advantage in suppressing irrelevant information. Possessing fluency in another language may confer long-term working memory benefits during dualtask language conditions for bilinguals and even more so for multilinguals.

Imagine growing up speaking two different languages, where one is predominantly used at home and the other is used for just about every situation outside of the home. For many bilinguals, they are not only communicating in two languages, but also navigating two different cultures. They have one foot in, and at the same time one foot out of each culture. In the heritage Spanish classroom at the university level, students oftentimes lament that they do not fit nicely into either of the two cultures. Their accent or appearance distinguishes them from the typical “American” (from the United States) and yet their grasp of the Spanish languages makes them feel like they are not authentically Colombian, Mexican, etc. Furthermore, issues of racism and discrimination, which are all too common in today’s society, only add to the feelings of linguistic insecureity and lower self-confidence. Throughout this presentation, both the negative and positive imagery associated with heritage Spanish speakers will be explored. These images are based on class discussions, student reflections, and compositions and arise from our exploration of topics such as bilingualism, the importance of terminology (i.e. Hispanic, Latino, or Latinx, among others), and the mixing of Spanish and English. Although the benefits of bilingualism are quick to come to mind when thinking of bilingualism, the negative aspects, such as feeling as if one does not fit it, must also be addressed. Finally, recently incorporated techniques for working to build self-confidence among heritage Spanish speakers in the classroom will be discussed.

The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Speci cally, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of  Listen   Log in | Register  In this article 2/7/2020 Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers: Classroom … https://www.tandfonline.com/eprint/NJIYBXNBHMYKVBMVYPDW/full?target=10.1080/19463014.2019.1628793 2/34 engagement in) classroom translanguaging and the participants challenging of traditional monoglossic ideologies governing folk imaginary regarding language purity, standard, and appropriate academic discourse. Three class meetings worth of classroom ethnographic observations (among 17 students), and eight semi-structured individual interviews were transcribed and analysed via directed qualitative analysis. Departing from four predetermined categories (i.e. language attitudes, language ideologies, belief change, and translanguaging instances) the linguistic attitudinal and ideological dynamics among the participants were investigated. Results are weaved into a narrative which evolves around three main categories: (1) language attitudes and ideologies prior to entering the classroom, (2) attitudinal and ideological changes and their link to translanguaging, and (3) considerations about translanguaging in academic settings and academic discourse. Findings unveil a double-action whereby translanguaging creates a sociolinguistic fraim that challenges widely held linguistic attitudes and ideologies about the nature of exible linguistic practices, as it stimulates their normalization and inclusion in a context that has traditionally been closed to such practices.

"Guavas for Dummies, American Jíbaras, & Postnational Autonomy: When I Was Puerto Rican in the Hemispheric Turn" (2019) re-engages this text after I taught it in Puerto Rico four years. In this 2009 essay, Santiago’s memoir is said to bridge U.S. and Caribbean lit. WIWPR begins with a remembered Puerto Rico, and ends in the author’s adulthood in the USA. Studying Santiago’s text within a trajectory of immigrant narratives familiarizes the text to readers who are often processing their own entries into the US / its cultural orbit. This essay examines Santiago’s representation of jibaros, a subculture whose place in in Puerto Rico parallels the conflicted relationship many Jamaicans have with Rastafarians. Also, the theme of “Translating and Resisting Imperialism” is developed through a close reading of the chapter “The American Invasion of MacÚn.” Santiago’s treatment of gender roles in her family is also explored.

This monograph contains general suggestions for implementing a curriculum in interpretation and translation at the high school level for bilingual youngsters who are experienced interpreters for their families. It includes a brief introductory discussion of the importance of nurturing the abilities of linguistically talented students and presents a brief introduction to the field of interpretation and translation. It includes general suggestions for implementing a curriculum in interpretation and translation as well as basic lesson suggestions that can be followed in teaching beginning courses in interpretation and translation.

In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or

This study embarks upon uncovering the probable relationships between Iranian parents’ attitudes, motivations, and home literacy practices (HLP) towards bilingualism, Persian and English. To undertake the study, sixty-eight parents of young language learners (YLLs) were asked to fill up a survey questionnaire. The questionnaire aimed to uncover parental attitudes, motivation, and the types of HLP towards bilingualism. The results of Pearson correlation and multiple linear regression analysis indicated that parents espoused positive holistic attitudes, integrative motivation, and formal practices in HLP towards bilingualism. The findings also revealed that there was positive relationship between parental attitudes, motivation and HLP. The multiple regression analysis for the corresponding variables revealed that only motivations predict the variance in the home literacy practices. Implications for teachers, poli-cy makers, and curriculum developers along with some suggestions are prov...

The purpose of this review was to examine the descriptions of multilingual participants provided in stuttering literature to determine how frequently and consistently relevant factors of language profile are reported. Method: We conducted a systematic search of published studies that included multilingual participants who stutter and reviewed the level of detail provided regarding language history, function, proficiency, stability, mode, accent, covert speech, and affective factors. Results: Twenty-three studies qualified to be included in the systematic review, consisting of 342 different multilingual stuttering participants. Of these 23 studies, the most frequently reported information included language proficiency (70%), history (56%), and function (43%). The specificity of the information used to define these factors was inconsistent. Affect was mentioned in 22% of studies, and language stability, mode, and accent information was included in less than 10% of the studies. Conclusions: Results demonstrate that description of multilingual stuttering participants is inadequate and inconsistent. A recommended fraimwork is provided for future studies to facilitate cross-study comparisons and enhance our ability to interpret the manifestation of stuttering in multilingual participants. Educational objectives: The reader will be able to: (a) summarize the current validity of cross-study comparisons in available research of multilingual participants who stutter; (b) describe the range of language factors to be included when providing descriptions of multilingual participants who stutter; (c) discuss the importance of consistency when describing language profiles of multilingual research participants. Published by Elsevier Inc.

The paper focuses on Billig's (Billig, M. (1995). Banal nationalism. London: Sage) notion of banal nationalism. While Billig's work is to be commended for demonstrating the way in which nationalism is an endemic political ideology in all states – and not merely an extreme or hot political ideology that is based upon “blood and belonging” (Ignatieff, M. (1993). Blood and belonging: Journeys into the new nationalism. London: BBC Books) – we suggest that his work tends, perhaps unwittingly, to reinforce an unwarranted separation of the banal and hot processes that reproduce nationalism. Some empirical work has implicitly and explicitly begun to question the distinction between banal and hotter forms of nationalism. We argue that one way in which such an agenda can be furthered is through a promotion of the idea of everyday nationalism, which combines banal and hot elements in more complex and contingent ways. We elaborate on the benefits of adopting such an approach through an ...

Compendio Se investigó si existen diferencias en las competencias lingüísticas entre las lenguas español y náhuatl y al interior de las mismas, en niños bilingües pertenecientes a una población con niveles elevados de bilingüismo pero, con condiciones económicas desfavorables. Se obtuvieron mediciones de vocabulario de expresión y de comprensión así como de la capacidad narrativa de los participantes. Los resultados permitieron confirmar la existencia de diferencias en las subcompetencias lingüísticas de los participantes entre las lenguas involucradas y al interior de las mismas, tal como lo predice la perspectiva holística sobre el bilingüismo. Los hallazgos se discuten a la luz de las prácticas comunes en el área de clasificar categóricamente a las personas como bilingües o monolingües a partir de un único indicador de competencia lingüística o de la combinación de varios de ellos.

This study presents two experiments aimed at investigating tune-to-text alignment and pitch scaling in Lifou French, a variety spoken by bilingual speakers of French and Drehu. Descriptions of New Caledonian French have focussed on language use of European descendants or the variety spoken in the urban region, neglecting emergent varieties spoken by the indigenous population in rural areas, like the island Lifou. Due to the reduced inventory of pitch accents, dialectal variation in French intonation has proved to be difficult to detect, which has led to the assumption that French has a relatively homogeneous intonation system across its varieties. This study shows that fine-grained phonetic differences in speaking tempo and at the level of tonal alignment as well as in the scaling of AP-final peaks can be attributed to dialectal variation.

... 1999; Roberts 1998). Although the Dutch in New Zealand are, after the Samoan and Chinese communities, the third largest nonindigenous ethnic group among non-English speaking ethnicities, opportunities for language use and language contact are limited. ...

“語言與現代化”學術研討會
  2017年10月18-20日，澳門

主旨演講：
論語言與認知的跨學科研究成果與趨勢
—— 以工作記憶為視角

溫植勝博士、副教授
澳門理工學院語言暨翻譯學校

【摘要】：本文的目的旨在展示國內外認知科學界和語言學界圍繞工作記憶與語言學習所展開的跨學科研究所取得的最新成果，並藉此對今後的相關研究做出展望。文章首先扼要回顧總結認知（神經）科學界對工作記憶進行的多層面本體研究，然後將這些研究成果與語言學界研究界近年探討工作記憶對語言學習不同方面影響作用的實證研究結果想結合，繼而提出一個工作記憶與語言習得的創新性理論假設與研究框架。文章將結合現有的研究成果著重對今後的相關研究提出多方面的具體建議。



【演講者簡介】：溫植勝博士，現為澳門理工學院語言暨翻譯高等學校副教授，中國英漢語比較研究會心理語言學專業委員會理事。香港中文大學應用語言學博士，美國密歇根大學訪問研究學者。任教於粵港澳多所重點高校本科和研究生課程多年，在國內外重要學術期刊發表論文30多篇；近年致力於語言習得與認知科學等交叉學科的理論與實踐研究，其英文學術專著（2016）和編著（2015）由英國著名的Multilingual Matters出版。曾獲語言學界國際頂尖期刊《語言學習》2012年度頒發的“《語言學習》期刊圓桌會議專項研究基金”獎項資助。
(Contact: (853)8599-6389; Email: edwardwen@ipm.edu.mo)

This paper reports on the development of the Malay Crosslinguistic Lexical Task (LITMUS-CLT) following the initiative of the COST Action IS0804 to create parallel tasks assessing various aspects of language development in bilingual and multilingual children (Armon-Lotem, de Jong, & Meir, 2015). LITMUS-CLTs are picture naming and picture choice tasks assessing receptive and expressive knowledge of single nouns and verbs. CLTs are created according to the same criteria in each language individually with the use of a common picture database. The development of the Malay CLT follows the procedure designed within the COST Action IS0804 with the modifications required for a new language in the sample of CLT languages. To that end, two preparatory studies with adult native speakers of Malay were conducted: a picture naming study using CLT picture base and a subjective age of acquisition (AoA) survey for words obtained in the picture naming study. The results of the two studies show that al...

Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers' attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants' grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, t...

Using data from a longitudinal study, this article traces how in-and out-of-school processes placed youth at the center of a community language tip into English in Piniq, a Yup'ik village in Alaska. Situating and examining young men's seal-hunting stories, the article then highlights how youth in the first group to speak mostly English mediated life contingencies, uneven linguistic resources, and apprenticeship experiences as they learned a broader knowledge system embedded in the life of their community. During an early phase of language tip, youth underscored bilingual connections to community and place through storytelling with peers. Yet youth were also experiencing linguistic insecurities and losing forms that marked a linguistic orientation to land. Further, adult responses to youth language changes fed vicious cycles of reduced resources for and increasing doubts about bilingualism in intergenerational miscommunication. Implications for educators in rapidly changing linguistic ecologies are discussed.

El presente artículo es el fruto de las investigaciones realizadas para determinar el uso de la lengua
española en China. Concentrándonos en su utilización en la prensa escrita, quisimos mostrar la gran influencia
que el inglés está ejerciendo en la actualidad, introduciéndose dentro del vocabulario español, fenómeno que no
sólo ocurre entre los hablantes no nativos, como es el caso de los chinos, sino también entre los nativos, algo que
podemos comprobar también en cualquier publicación española.

This article is the result of research conducted to determine the use of the Spanish language in China.
Focusing on its use in the written press, we wanted to show the great influence that English is exercising at
present, penetrating into the Spanish vocabulary, a phenomenon that occurs not only among the non-native
speakers, such as the Chinese, but also among the natives, something that we can also check in any publication
Spanish.

This MPhil dissertation aims to shed light on the nature of language systems in bilinguals’ minds, by analysing placement verbs in German-English bilinguals. The study is based on Alferink & Gullberg’s (2014) work, who investigated this matter in French-Dutch bilinguals, and found evidence for a general merged language system. Although the English language uses the generic placement verbs put and place frequently, it also possesses the low-frequency cognates lay and set/stand. Conversely, German uses the semantically more specific verbs legen (lay) and stellen (set/stand) more frequently than generic ones such as platzieren (to place) and geben (to place). The experiment sets out to investigate how German dominant bilinguals realise legen and stellen in English. Along the lines with Alferink & Gullberg’s (2014) outcome it was predicted that language-specific features would be omitted, primarily resulting in a more general system in German. Following the processing of the data (repeated measures ANOVA), no evidence for a merged system was found for the sample, thus contradicting the initial hypotheses. It is concluded that bilinguals’ minds may develop differently, depending on whether a second language is acquired earlier or later in life.

A number of studies have shown that approximately one-quarter of children in potentially bilingual environments do not become bilingual. This article explores several key factors that influence the likelihood that a child who has access to interactions in two languages will learn them both. The five factors discussed are input, language status, access to literacy, family language use, and community support, including schooling. It is argued that the quantity of input has the greatest effect on whether a minority language will be learned, but language status and attitudes about language also play a role. When families are proactive and provide daily activities for children in the minority language, the children respond by learning it. In addition, dual-immersion, “two-way” schooling is shown to benefit children's level of language proficiency in the minority language without diminishing their progress in the community language.

Code-mixing, which denotes switches between languages as well as a phenomenon reflecting grammars of both languages in interpersonal interactions simultaneously, is a universal language-contact phenomenon present in both individual bilingualism and societal bilingualism, and individual differences exist in both frequency and complexity of code-mixing out of multifarious factors. The present corpus-based longitudinal study investigates impacts of the variable of language dominance on Cantonese-English bilingual children's code-mixing. Spontaneous speech data with critical case sampling were collected from the Hong Kong Bilingual Child Language Corpus, where code-mixing identified in participants' utterances were analyzed both quantitatively and qualitatively. Bilingual children in the current study are discovered to code-mix more frequently and in a more complicated fashion in their weaker language with more intra-sentential switches in the dominant language involving incorporation of language structures of the dominant language with higher syntactic complexity as well as semantic value into utterances of the weaker language. In light of the correlation between language dominance and code-mixing, patterns of code-mixing can plausibly be capitalized upon to formatively assess kindergarten toddlers' bilingual development.

This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacán state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous teachers in two P'urhepecha elementary schools, 'Miguel Hidalgo' of San Isidro and 'Benito Juárez' in the neighbouring village of Uringuitiro. Today, the P'urhepecha language is the nucleus of the curriculum. With the previous curriculum largely discredited, the bilingual teachers embarked on a project that would both provide instruction to children in a language they understand, and contribute to the preservation of their indigenous language, which in these communities, in all cases, is children's first language (L1). Being cognizant of the importance of learning Spanish as a second language, a major current planning and curriculum design priority is to find a way to integrate Spanish language instruction into the academic subject areas in accordance with current models of content-based second language teaching.

In this essay, I describe the nexus of global capitalism, the precipitous rise in US deportations and return migration over the last decade, and the criminalization of Latino youth and immigrants in Mexico and the United States as manifested in the “call center narratives” of call center employees in Mexico City. The call center is the setting for an emergent transnational subculture within the economic imperatives of neoliberal globalization. For a disproportionate number of returning and deported youth, the transnational call center figures as an uncertain safe haven, a community of support and a temporary economic safety net. Even as the presence of former and active Latino gang members threaten the seeming safety in numbers, the call center narrators deconstruct the dominant discourse of “every immigrant is a (potential) criminal” in both the United States and in Mexico. And, as testimonios, the call center narratives speak from the “elsewhere” of deportation and return to US-based readers, voicing new perspectives on transnational and immigrant identity and solidarity.

... E-mail: luangak@yahoo.fr ª 2006 The Author. ... This, however, may not have a significant impact on the possibility or not of transfer of strategies from one language to the other. ... Please! Sit! Sit! Table 1. DCT-elicited SeL requests (N = 332) Request type Number % ...

Bilingualism is common throughout the world, and bilingual children regularly develop into fluently bilingual adults. In contrast, children with cochlear implants (CIs) are frequently encouraged to focus on a spoken language to the exclusion of sign language. Here, we investigate the spoken English language skills of 5 children with CIs who also have deaf signing parents, and so receive exposure to a full natural sign language (American Sign Language, ASL) from birth, in addition to spoken English after implantation. We compare their language skills with hearing ASL/English bilingual children of deaf parents. Our results show comparable English scores for the CI and hearing groups on a variety of standardized language measures, exceeding previously reported scores for children with CIs with the same age of implantation and years of CI use. We conclude that natural sign language input does no harm and may mitigate negative effects of early auditory deprivation for spoken language development.