English compound and non-compound processing in bilingual and multilingual speakers: effects of dominance and sequential multilingualism

This article reports on a study investigating the relative influence of the first and dominant language on L2 and L3 morpho-lexical processing. A lexical decision task compared the responses to English NV-er compounds (e.g., taxi driver) and non-compounds provided by a group of native speakers and three groups of learners at various levels of English proficiency: L1 Spanish-L2 English sequential bilinguals and two groups of early Spanish-Basque bilinguals with English as their L3. Crucially, the two trilingual groups differed in their first and dominant language (i.e., L1 Spanish-L2 Basque vs. L1 Basque-L2 Spanish). Our materials exploit an (a)symmetry between these languages: while Basque and English pattern together in the basic structure of (productive) NV-er compounds, Spanish presents a construction that differs in directionality as well as inflection of the verbal element (V[3SG] + N). Results show between and within group differences in accuracy and response times that may be ascribable to two factors besides proficiency: the number of languages spoken by a given participant and their dominant language. An examination of response bias reveals an influence of the participants' first and dominant language on the processing of NV-er compounds. Our data suggest that morphological information in the nonnative lexicon may extend beyond morphemic structure and that, similarly to bilingualism, there are costs to sequential multilingualism in lexical retrieval.

Coming of age in L3 initial stages transfer models: deriving developmental predictions and looking towards the future

Aims: Over the past decade in particular, formal linguistic work within L3 acquisition has concentrated on hypothesizing and empirically determining the source of transfer from previous languages—L1, L2 or both—in L3 grammatical representations. In view of the progressive concern with more advanced stages, we aim to show that focusing on L3 initial stages should be one continued priority of the field, even—or especially—if the field is ready to shift towards modeling L3 development and ultimate attainment. Approach: We argue that L3 learnability is significantly impacted by initial stages transfer, as such forms the basis of the initial L3 interlanguage. To illustrate our point, the insights from studies using initial and intermediary stages L3 data are discussed in light of developmental predictions that derive from the initial stages models. Conclusions: Despite a shared desire to understand the process of L3 acquisition in whole, inclusive of offering developmental L3 theories, we argue that the field does not yet have—although is ever closer to—the data basis needed to effectively do so. Originality: This article seeks to convince the readership for the need of conservatism in L3 acquisition theory building, whereby offering a framework on how and why we can most effectively build on the accumulated knowledge of the L3 initial stages in order to make significant, steady progress. Significance: The arguments exposed here are meant to provide an epistemological base for a tenable framework of formal approaches to L3 interlanguage development and, eventually, ultimate attainment.

Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers

This paper integrates research on child simultaneous bilingual (2L1) acquisition more directly into the heritage language (HL) acquisition literature. The 2L1 literature mostly focuses on development in childhood, whereas heritage speakers (HSs) are often tested at an endstate in adulthood. However, insights from child 2L1 acquisition must be considered in HL acquisition theorizing precisely because many HSs are the adult outcomes of child 2L1 acquisition. Data from 2L1 acquisition raises serious questions for the construct of incomplete acquisition, a term broadly used in HL acquisition studies to describe almost any difference HSs display from baseline controls (usually monolinguals). We offer an epistemological discussion related to incomplete acquisition, highlighting the descriptive and theoretical inaccuracy of the term. We focus our discussion on two of several possible causal factors that contribute to variable competence outcomes in adult HSs, input (e.g., Sorace, 2004; Rothman, 2007; Pascual y Cabo & Rothman, 2012) and formal instruction (e.g., Kupisch, 2013; Kupisch et al., 2014) in the HL. We conclude by offering alternative terminology for HS outcomes.

The acquisition of verbal paradigms in Dutch and Greek L2 children: cross-linguistic differences and inflectional defaults

Previous research with children learning a second language (L2) has reported errors with verb inflection and cross-linguistic variation in accuracy and error patterns. However, owing to the cross-linguistic complexity and diversity of different verbal paradigms, the cross-linguistic effects on the nature of default forms has not been directly addressed in L2 acquisition studies. In the present study, we compared accuracy and error patterns in verbal agreement inflections in L2 children acquiring Dutch and Greek, keeping the children’s L1 constant (Turkish). Results showed that inflectional defaults in Greek follow universal predictions regarding the morphological underspecification of paradigms. However, the same universal predictions do not apply to the same extent to Dutch. It is argued that phonological properties of inflected forms should be taken into account to explain cross-linguistic differences in the acquisition of inflection. By systematically comparing patterns in child L2 Dutch and Greek, this study shows how universal mechanisms and target language properties work in tandem in the acquisition of inflectional paradigms.

Nurturing bilingual learners: challenges and concerns in Singapore

Singapore’s bilingual policy legitimises English not only as the language of governmental administration and interethnic communication, but also as the medium of instruction in all schools on all levels and across all subjects except mother tongues (MTs). As a result of these politics of language recognition, a visible shift has occurred in all ethnic groups away from MTs towards English. To rectify the language shift situation, the government has emphasised that developing bilingualism and raising bilingual children should begin in preschools. In this paper, we examine two top-down official documents: Review of Mother Tongue Languages Report, issued in 2011, and Nurturing Early Learners Framework for Mother Tongue Languages, developed in 2013. Attempting to identify some of the complex factors that influence language shift, we present an intertextual analysis of the Report and the curriculum Framework. In doing so, we compare the consistencies and locate the implicit inconsistencies in the policy position on bilingual education in preschools. We conclude the article by outlining the implications for changing the current bilingual educational models and providing teacher training programmes that maximise the learning opportunities of young bilingual learners.

Effects of dense code-switching on executive control

Bilingualism is reported to re-structure executive control networks, but it remains unknown which aspects of the bilingual experience cause this modulation. This study explores the impact of three code-switching types on executive functions: (1) alternation of languages, (2) insertion of lexicon of one language into grammar of another, (3) dense code-switching with co-activation of lexicon and grammar. Current models hypothesise that they challenge different aspects of the executive system because they vary in the extent and scope of language separation. Two groups of German-English bilinguals differing in dense code-switching frequency participated in a flanker task under conditions varying in degree of trial-mixing and resulting demands to conflict-monitoring. Bilinguals engaging in more dense code-switching showed inhibitory advantages in the condition requiring most conflict-monitoring. Moreover, dense code-switching frequency correlated positively with monitoring skills. This suggests that the management of co-activated languages during dense code-switching engages conflict-monitoring and that the consolidation processes taking place within co-activated linguistic systems involve local inhibition. Code-switching types requiring greater degrees of language separation may involve more global forms of inhibition. This study shows that dense code-switching is a key experience shaping bilinguals’ executive functioning and highlights the importance of controlling for participants’ code-switching habits in bilingualism research.

Language and Identity at School and at Home : Language Shift among Mennonites in Paraguay

This essay has investigated the question of an ongoing language shift from Plattdeutsch and German to Spanish among the Mennonites in Paraguay and the role of the school in this process. The aims of the study were to compare the use of languages among the Mennonites in Asuncion and in the Menno colony and to identify the importance that parents give to the languages and to compare this with a school leader perspective. The aim was also to identify factors that influence the language shift and identify the influence that the shift excerpts on Mennonite values and identity. The results are based on my own observations, interviews with Mennonite women and interviews with key informants who have insight into the school policy issues. The outcome may be used as a basis for educational and language planning. There is a need to consciously sit down and re-define the Mennonite identity and to make the community and the school aware of their responsibility in language maintenance.

Temporal indicators of language dominance in bilingual children

In the field of bilingualism it is of particular interest to stablish which, if any, of a speaker’s languages is dominant. Earlier research has shown that immigrants who acquire a new language tend to use elements of the timing patterns of the new language in their native language. It is shown here that measurements of timing in the two languages spoken by bilingual children can give information about the relative dominance of the languages for the individual speaker.

El cambio de código en hispanohablantes en Suecia : Experiencias y actitudes

In this thesis it is investigated how Spanish-speakers in Sweden experience living with two languages ​​and how common it is for them to use code-switching in their everyday speech. The study has focused on not only the experiences but also the use of code-switching among Hispanics who have become bilinguals in Sweden. The study has also examined the attitudes the informants show towards code – switching.The aim of this study is to provide a picture of the experiences Spanish-speakers have of becoming bilinguals in Sweden and of learning and using Swedish as a second language. It is of interest to see how the bilinguals converse inside and outside the home and how frequent and accepted it is among the Hispanics in Sweden with the use of code-switching in different social contexts. In summary, we can see that the Hispanics in Sweden are satisfied with the linguistic development they have experienced by learning a new language and that they consider it beneficial being bilingual. The study shows that code-switching is very much used, but not fully accepted even by those who use it on a daily basis. Code-switching is in many cases not considered appropriate and it is sometimes performed unconsciously.

Literacy Practices in and out of School in Karagwe : The case of primary school literacy education in rural Tanzania

This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthropology, literacy practices in five villages in Karagwe district in the northwest of Tanzania have been analysed. The outcome may be used as a basis for educational planning and literacy programs. The analysis has revealed an intimate relation between language, literacy and power. In Karagwe, traditional élites have drawn on literacy to construct and reconstruct their authority, while new élites, such as individual women and some young people have been able to use literacy as one tool to get access to power. The study has also revealed a high level of bilingualism and a high emphasis on education in the area, which prove a potential for future education in the area. At the same time discontinuity in language use, mainly caused by stigmatisation of what is perceived as local and traditional, such as the mother-tongue of the majority of the children, and the high status accrued to all that is perceived as Western, has turned out to constitute a great obstacle for pupils’ learning. The use of ethnographic perspectives has enabled comparisons between interactional patterns in schools and outside school. This has revealed communicative patterns in school that hinder pupils’ learning, while the same patterns in other discourses reinforce learning. By using ethnography, relations between explicit and implicit language ideologies and their impact in educational contexts may be revealed. This knowledge may then be used to make educational plans and literacy programmes more relevant and efficient, not only in poor post-colonial settings such as Tanzania, but also elsewhere, such as in Western settings.

Language ideologies and Schooled Education in Rural Tanzania : The Case of Karagwe

In this article I argue that language policies for education have effects on pupils’ educational possibilities. With the case of Karagwe district in Tanzania I have found that the case of “Swahili only” in primary school education favours the small minority of the children that live in a context where Swahili is used. This leads to inequality in pupils’ chances in education and to a low level of achievement of academic content in schools. This also promote the developing and use of safety strategies among teachers and pupils that hide failure and prevent pupils’ learning.

"Ungerska för rötternas skull" : Språkval och identitet bland andragenerationens ungrare i Sverige och Finland

This thesis is a comparative sociolinguistic study which describes and compares language choice among people with Hungarian background in Sweden and Finland and studies their views on the importance of the Hungarian language and Hungarian cultural heritage for identity. The future prospects of language maintenance and language shift and differences between the Swedish-Hungarians and the Finnish-Hungarians are discussed. A survey was completed among 50 Swedish-Hungarian informants and 38 Finnish-Hungarian informants during 2006. The survey was supplemented by in-depth interviews with 15 informants during 2007. The majority language, either Swedish or Finnish, is much more active in the second-generation Hungarians’ lives than Hungarian is. Hungarian is mostly used in the domain of family relations. The language choices made today are dependent on the informant’s situation during childhood, particularly the parents’ usage of the language and the ability to learn and use Hungarian, chiefly gained through contact with the parents’ mother country and other Hungarian speakers. For some informants, having Hungarian roots forms the sole foundation for belonging, while for others it is this heritage combined with the culture, the ability to use the language or specific character traits. The Hungarian background is most often seen as a treasure offering diversity in life. Finnish-Hungarians are generally more positive about their Hungarian background, have better competence in the language and a greater awareness of the culture than Swedish-Hungarians. The Hungarian language plays a central though often symbolic role. The most important conditions for minority language preservation are language competence together with the desire and opportunity to use it; whereof the largest deficit among second-generation Hungarians is knowledge of the Hungarian language. Only one-fourth of the informants have all of the conditions necessary to be able to maintain the language, which means that Hungarian is an endangered minority language in Sweden and Finland.