Bilingualism

"Tintin in the Arab World and Arabic in the World of Tintin." Alternative Francophone 1.5 (2012): 26-39.

by Ziad Bentahar

Evidence for long-term cross-language repetition priming in conceptual implicit memory tasks

by Diane Pecher

Zeelenberg, R., & Pecher, D. (2003). Evidence for long-term cross-language repetition priming in conceptual implicit memory tasks. Journal of Memory and Language, 49, 80-94.

Previous studies have failed to find evidence for long-term cross-language repetition priming (e.g., presentation of... more Previous studies have failed to find evidence for long-term cross-language repetition priming (e.g., presentation of the English word "frog" does not facilitate responding to its Dutch translation equivalent "kikker" on a later presentation). The present study tested the hypothesis that failure to find cross-language repetition priming in previous studies was due to the use of tasks that rely primarily on lexical or orthographic processing of the stimuli instead of conceptual processing. Consistent with this hypothesis we obtained reliable cross-language repetition priming when conceptual implicit memory tasks were used. The present results support theories of bilingual memory that assume shared conceptual representations for translation equivalents. In particular, our results support the concept mediation model as they indicate that bilinguals access the conceptional representation directly from the L2 lexical representation (i.e., without first accessing the L1 lexical representation).

Switch cost modulations in bilingual sentence processing: Evidence from shadowing

by Sybrine Bultena

in preparation; co-authored with Ton Dijkstra and Janet G. van Hell

Processing language switches in sentence context: Evidence from self-paced reading

by Sybrine Bultena

in preparation; co-authored with Ton Dijkstra and Janet G. Van Hell

Code-Choice between English and Cypriot Greek Bilingual Compound Verbs Κάμνω erase (I do erase) instead of διαγράφω (I erase)*

by Fotiou Constantina

Published in "CamLing 2010: Proceedings of the Sixth Cambridge Postgraduate Conference in Language Research. Cambridge: Cambridge Institute of Language Research (CILR)"

Available at:
http://www.srcf.ucam.org/camling/proceedings/fotiou.pdf

Greek Cypriots are “reported by contributors to the press to freely use
English loans and those competent enough... more Greek Cypriots are “reported by contributors to the press to freely use
English loans and those competent enough in the language to code-switch”
(Karyolemou 1994: 257). Most studies addressing this issue “are not based
on actual data or extensive sociolinguistic research” (Goutsos 2005: 187).
The data of this study come from natural speech recordings collected in
Cyprus and the UK from December 2008 till December 2011, enriched by
non recorded speech collected through participant observation (Dayton
1996). This paper focuses on one particular construction which is present in
the data: Bilingual Compound verbs (BCVs). Two questions arise in relation
to these constructions. Firstly, how can we analyze them syntactically when
in many cases the English lexical item that accompanies the verb kamno (=
do) is also a verb? The discussion is constructed based on Moravcsik’s
(1975), Muysken’s (2000) and Wohlgemuth’s (2009) analysis of BCVs.
Secondly, why do BCVs exist at all since there are other mechanisms to
incorporate foreign lexical items into CG? Some answers are suggested
towards the end of this paper; however, they can only be applied to some of
the BCVs present in the data.

Comunicación epigráfica e inscripciones bilingües en la Península Ibérica

by Maria Jose Estaran

Co-authored with F. Beltrán Lloris.

La fórmula onomástica como fuente para el estudio del contacto lingüístico en la Antigüedad

by Maria Jose Estaran

en Salduie 10 (2010.)

La emisión bilingüe de Tamusia

by Maria Jose Estaran

Proposal for: An investigation of balanced bilinguals’ use of code switching in inner speech

by Andrew Valenti

This is a proposal.

Speakers of more than one language, (i.e. bilinguals) may intentionally mix their languages during conversation in a... more Speakers of more than one language, (i.e. bilinguals) may intentionally mix their languages during conversation in a phenomenon known as “code switching”.  As a line of scholarly inquiry, code switching is generally limited to the context of bilingual conversation.  I propose to extend the investigation to include inner speech, which is the voice that is often heard inside one’s head while thinking.  One view of inner speech is that it is produced using processes similar to that we use to speak except that no utterances are produced.  In another view, Vygotsky (1986) posits that inner speech is a child’s ego-centric speech turned inward in a more compact way.  For this project, an inner speech discourse is stimulated within proficient Korean-English and Spanish-English bilingual participant s in an experiment by providing one of Kohlberg’s moral dilemmas accompanied by a series of questions probing their responses.  Code switching is primed by providing instructions in their native language (L1); the dilemma and probe questions are provided in English.  At several points during each session, the participants will be asked to reflect on which language they use for inner speech and the role the language is playing in answering the probes.  From this study, I seek an understanding of whether code switching is a mechanism that bilinguals engage in during inner speech activities, how they use it, and what role it plays.  Code switching is an area of active research which could become a lens to examine and understand bilinguals’ non-verbal reasoning processes and inform the methods used to present and teach abstract concepts to bilinguals.

Two case studies of contact induced morphological change in Germanic (Tartu 04.05.2012)

by Corinna Scheungraber

Handout (The Graduate Conference on Areal Linguistics, Grammar and Contacts Tartu, Estonia 04-06 May 2012)

Case studies of contact-induced morphological change in Germanic
Corinna Scheungraber, University of Viennamore Case studies of contact-induced morphological change in Germanic
Corinna Scheungraber, University of Vienna
Most research on language contact is limited to phonology and syntax (Schrijver forthc.), whereas its effects on morphology have been neglected by most scholars. However, some studies on language contact (Weinreich 1953, Thomason/Kaufman 1988, Heine/Kuteva 2005, Gardani 2008) have emphasized that it did affect the domain of morphology as well. I will present two case studies of contact-induced morphological change in the Germanic (Gmc.) languages to demonstrate both the explanatory power and problems of contact-induced explanations.
One of the most debated problems of historical English studies is the rise of the 3rd sg s-ending in the English verb. It can be traced back to Old English, more specifically to the Northumbrian ending  as,  es. This ending stands in contradiction to what is usually reconstructed and expected in a Gmc. language in the 3rd person sg, i.e. a dental ending. As will be shown, the s-ending has been analogically transferred from the 2nd sg-ending of the Northumbrian verb on the model of Old Norse, where the 2nd and 3rd sg endings had the same form.
The second case study is concerned with the reduction of the PIE verbal tense/aspect system to a simple non-past/past opposition in Proto-Gmc. In PIE, there was a complex tense/aspect-system, including different categories like aorist, perfect, present. In Proto-Gmc. however, only two tenses are left and aspect has completely disappeared. Traditional approaches have posited internal language change as the force behind these changes, whereas alternative hypotheses have proposed external influence, i.e. language contact. Thus, the Gmc. verbal system is characterized by diachronic processes that are often observed in language contact situations, specifically in situations of second language acquisition (Thomason/Kaufman 1988: 74-75; van Coetsem 2000: 182; Mailhammer 2007: 197). However, it is unlikely, both on linguistic and archaeological grounds, that the language that influenced Gmc. was Punic (Mailhammer 2010; Vennemann 1998 and elsewhere). It is much more likely that Germanic was influenced by Baltic-Finnic languages, which belong to a language family with a simple two-tense system.

References:
van Coetsem, Frans. 2000. A General and Unified Theory of the Transmission Process in Language Contact.
Heidelberg: Universitätsverlag C. Winter.
Gardani, Francesco. 2008. Borrowing of inflectional morphemes in language contact, Wien: Lange.
Heine, Bernd & Kuteva, Tania. 2005. Language Contact and Grammatical Change, Cambridge: Cambridge University Press.
Mailhammer, Robert. 2007. The Germanic Strong Verbs. Foundations and Development of a new System [Trends in Linguistics, Studies and Monographs 183]. Berlin/New York: Mouton de Gruyter.
Mailhammer, Robert. 2010. Die etymologische Forschung und Lehre auf dem Gebiet des Germanischen. Studia Etymologica Cracoviensia 15, 37-65.
Schrijver, Peter. forthcoming. Language Contact and the Origin of Europe's Languages. Routledge Chapman & Hall.
Thomason, Sarah Grey & Kaufman, Terrence. 1988. Language contact, creolization, and genetic linguistics. Berkeley: University of California Press.
Weinreich, Uriel. 1953. Languages in Contact, 6th. edition [Reprint]. The Hague/Paris: Mouton.
Vennemann, Theo. 1998. Germania Semitica: +plōg/+pleg-, +furh-/+farh-, +folk/+flokk, +felh-/+folg. Deutsche Grammatik – Thema in Variationen: Festschrift für Hans-Werner-Eroms zum 60. Geburtstag. Donhauser, Karin & Eichinger, Ludwig M. (eds.), 245–261.

Sociolinguistic Aspects of Panama in Its Latin American Context

by Milward Abadía

Joint Picture Book Reading in Monolingual and Bilingual Parent-Child Dyads: The Role of Parent-Child Interactional Quality

by John Shuler

Honors Thesis

The present study examined parent-infant didactic behaviors during a joint picture book reading task, comparing... more The present study examined parent-infant didactic behaviors during a joint picture book reading task, comparing monolingual and bilingual 18- and 24-month-old infants and their parents under naturalistic conditions. The objective was to discern differences between monolingual and bilingual as well as 18- and 24-month-old dyads in measures of interactional behaviors and global PCI quality. There existed no significant differences between monolingual and bilingual dyads in either set of measures. However, at the 18- and 24-month stages as well as longitudinally, various behavioral and PCI measures correlated significantly with one another. As well, parents of 18-month-old infants fell under high- and low-quality scaffolding clusters, which in turn significantly predicted infant pointing and word frequencies. Longitudinal analyses indicated that PCI quality during joint book reading remains relatively stable over a six-month period of major language development. Implications for book reading and bilingual development are discussed.

Les activités de reformulation dans et pour la conceptualisation des savoirs scientifiques. Passages du monolinguisme au bilinguisme

by Gabriela Steffen

Steffen, G. & S. Borel
Cahiers de l'ILSL n°30 (2011)
pp. 145-164.

L'enseignement plurilingue au tertiaire : Regards croisés sur les représentations et les pratiques d'enseignement

by Gabriela Steffen

Steffen, G. & J. Pantet
Cahiers de l'ILSL n°30 (2011)
pp. 95-144.

Enjeux D'Une Didactique Plurilingue: Entre Représentations Et Pratiques Courantes

by Gabriela Steffen

Co-authered with Stéphane Borel, Anne Grobet

S’inscrivant dans le projet Construction intégrée des savoirs linguistiques et disciplinaires dans l’enseignement... more S’inscrivant dans le projet Construction intégrée des savoirs linguistiques et disciplinaires dans l’enseignement bilingue au secondaire et au tertiaire, dirigé par L. Gajo, notre étude met en relation des données concernant les représentations des acteurs de l’enseignement bilingue avec des exemples d’interactions effectives. Plusieurs décalages sont ainsi mis à jour, les pratiques s’avérant souvent largement plus complexes que les représentations qui leur sont sous-jacentes. Dans ce cadre, nous accordons une attention particulière aux spécificités disciplinaires, et interrogeons la traditionnelle représentation associant les mathématiques à une "langue en soi". Enfin, l’examen de séquences-types illustrera la richesse du travail effectivement réalisé en classe bilingue – tant dans les sciences humaines que dans les sciences exactes – et nous conclurons sur quelques propositions didactiques découlant directement de nos observations.


In der vorliegenden Studie (durchgeführt im Rahmen des von L. Gajo geleiteten Projekts Construction intégrée des savoirs linguistiques et disciplinaires dans l’enseignement bilingue au secondaire et au tertiaire) werden Vorstellungen der betroffenen Akteure über bilingualen Sachfachunterricht in Bezug zu Beispielen von real beobachteten Interaktionen gesetzt. Dabei können eine Reihe von Diskrepanzen aufgedeckt werden, da sich die Praxis häufig als wesentlich komplexer als die ihr zugrunde liegenden Vorstellungen erweist. Des Weiteren wird den fachspezifischen Eigenheiten besondere Aufmerksamkeit geschenkt und die Vorstellung hinterfragt, die die Mathematik als eine "Sprache an sich" ansieht. Die Analyse einiger Mustersequenzen veranschaulicht die vielseitige Realität der Arbeit in bilingualen Klassen – sowohl in den Geistes- und Sozialwissenschaften als auch in den Naturwissenschaften. Letztlich werden einige fachdidaktischen Empfehlungen abgegeben, die sich aus unseren Beobachtungen ableiten lassen.

Plurilinguismes et construction des savoirs

by Gabriela Steffen

Cahiers de l'ILSL n° 30. (2011).
Berthoud, A.-C., X. Gradoux & G. Steffen (éds)

The importance of feedback and reinforcement in Computer Assisted Language Learning

by Kerwin A. Livingstone

Livingstone, K.A. (2012). The importance of feedback and reinforcement in Computer Assisted Language Learning. Eldoret: Baraton Interdisciplinary Research Journal (BIRJ) 2(1), University of Eastern Africa, Baraton.

A major focus of research in Intelligent Tutoring Systems (ITS) has been the identification and implementation of... more A major focus of research in Intelligent Tutoring Systems (ITS) has been the identification and implementation of Feedback Strategies that facilitate student learning. Much of this research has been carried out on procedural skills teaching systems in areas such as algebra, physics or computer programming. Nonetheless, very little emphasis has been placed on studies and research on these types of strategies for language learning (Intelligent Tutoring Systems for Foreign Language). This article is an attempt to clearly establish the importance and necessity of feedback and reinforcement in Computer Assisted Language Learning (CALL). A brief description will be given about CALL, and its significance for second and foreign language learning. The terms ‘feedback’ and ‘reinforcement’ will be explained, with a view to establishing their inevitability in language learning. Subsequently, a discussion of these very terms will be discussed in the light of CALL, touching on some experiments done in this regard and stressing their centrality in determining the effective use of the computer to promote language learning. The suitability of Artificial Intelligence in language processing and second and foreign language error correction will be established.

Key Words: computer, feedback, reinforcement, second language acquisition, intelligent tutoring system, language teaching and learning, artificial intelligence.

Language Policing: The co-construction of micro-level language policy in the English as a second language classroom” at NorDIsCo (Nordic Interdisciplinary Conference on Discourse and Interaction), Aalborg University, Denmark.

by Alia Amir

From Repression to Renaissance: French-language rights in Canada before the Charter.

by Matthew Hayday

Published in A History of Human Rights in Canada: Essential Issues, ed. Janet Miron, 182-200.  Toronto: Canadian Scholars’ Press, 2009.

La francophonie canadienne, le bilinguisme et l’identité canadienne dans les célébrations de la fête du Canada

by Matthew Hayday

Published in Entre lieux et mémoire : L’inscription de la francophonie canadienne dans la durée, ed. Anne Gilbert, Michel Bock, et Joseph-Yvon Thériault, 93-115.  Ottawa : Presses de l’Université d’Ottawa, 2009.