Phonological Translation in Bilingual and Monolingual Children

Bilingual children face a variety of challenges that their monolingual peers do not. For instance, switching between languages requires the phonological translation of proper names, a skill that requires mapping the phonemic units of one language onto the phonemic units of the other. Proficiency of phonological awareness has been linked to reading success, but little information is available about phonological awareness across multiple phonologies. Furthermore, the relationship between this kind of phonological awareness and reading has never been addressed. The current study investigated phonological translation using a task designed to measure children's ability to map one phonological system onto another. A total of 425 kindergarten and second grade monolingual and bilingual students were evaluated. The results suggest that monolinguals generally performed poorly. Bilinguals translated real names more accurately than fictitious names, in both directions. Correlations between phonological translation and measures of reading ability were moderate, but reliable. Phonological translation is proposed as a tool with which to evaluate phonological awareness through the perspective of children who live with two languages and two attendant phonemic systems.

The Adaptation Effect in Bilingual People who Stutter: An Examination of the Oral-Motor Rehearsal Theory

The present study provided further information about stuttering among bilingual populations and attempted to assess the significance of repeated oral-motor movements during an adaptation task in two bilingual adults. This was accomplished by requesting that bilingual people who stutter to complete an adaptation task of the same written passage in two different languages. Explored was the following research question: In bilingual speakers who stutter, what is the effect of altering the oral-motor movements by changing the language of the passage read during an adaptation task? Two bilingual adults were each requested to complete an adaptation task consisting of 10 readings in two separate conditions. Participants 1 and 2 completed two conditions, each of which contained a separate passage. Condition B consisted of an adaptation procedure in which the participants read five successive readings in English followed by five additional successive readings in Language 1 (L1). Following the completion of the first randomly assigned condition, the participant was given a rest period of 30 minutes before beginning the remaining condition and passage. Condition A consisted of an adaptation procedure in which the participants read five successive readings in L1 followed by five additional successive readings in English. Results across participants, conditions, and languages indicated an atypical adaptation curve over 10 readings characterized by a dramatic increase in stuttering following a change of language. Closer examination of individual participants revealed differences in stuttering and adaptation among languages and conditions. Participants 1 and 2 demonstrated differences in adaptation and stuttering among languages. Participant 1 demonstrated an increase in stuttering following a change in language read in Condition B and a decrease in stuttering following a change in language read in Condition A. It is speculated that language proficiency contributed to the observed differences in stuttering following a change of language. Participant 2 demonstrated an increase in stuttering following a change in language read in Condition A and a minimal increase in stuttering following a change in language read in Condition B. It is speculated that a change in the oral-motor plan contributed to the increase in stuttering in Condition A. Collectively, findings from this exploratory study lend support to an interactive effect between language proficiency and a change in the oral-motor plan contributing to increased stuttering following a change of language during an adaptation task.

A Nika-English dictionary

by L. Krapf and J. Rebmann

MIRACLE’s Hybrid Approach to Bilingual and Monolingual Information Retrieval

The main goal of the bilingual and monolingual participation of the MIRACLE team in CLEF 2004 was to test the effect of combination approaches on information retrieval. The starting point was a set of basic components: stemming, transformation, filtering, generation of n-grams, weighting and relevance feedback. Some of these basic components were used in different combinations and order of application for document indexing and for query processing. A second order combination was also tested, mainly by averaging or selective combination of the documents retrieved by different approaches for a particular query.

The lexical needs of ESP students in a professional field

This paper examines two kinds of questions relating to the lexical needs of professional ESP students: (1) what range of terms and words do they need help with? (2) what types of dictionary, bilingual and/or monolingual, can they make use of in solving lexical problems?

Building a dictionary for genomes: Identification of presumptive regulatory sites by statistical analysis

The availability of complete genome sequences and mRNA expression data for all genes creates new opportunities and challenges for identifying DNA sequence motifs that control gene expression. An algorithm, “MobyDick,” is presented that decomposes a set of DNA sequences into the most probable dictionary of motifs or words. This method is applicable to any set of DNA sequences: for example, all upstream regions in a genome or all genes expressed under certain conditions. Identification of words is based on a probabilistic segmentation model in which the significance of longer words is deduced from the frequency of shorter ones of various lengths, eliminating the need for a separate set of reference data to define probabilities. We have built a dictionary with 1,200 words for the 6,000 upstream regulatory regions in the yeast genome; the 500 most significant words (some with as few as 10 copies in all of the upstream regions) match 114 of 443 experimentally determined sites (a significance level of 18 standard deviations). When analyzing all of the genes up-regulated during sporulation as a group, we find many motifs in addition to the few previously identified by analyzing the subclusters individually to the expression subclusters. Applying MobyDick to the genes derepressed when the general repressor Tup1 is deleted, we find known as well as putative binding sites for its regulatory partners.

A fully automatic evolutionary classification of protein folds: Dali Domain Dictionary version 3

The Dali Domain Dictionary (http://www.ebi.ac.uk/dali/domain) is a numerical taxonomy of all known structures in the Protein Data Bank (PDB). The taxonomy is derived fully automatically from measurements of structural, functional and sequence similarities. Here, we report the extension of the classification to match the traditional four hierarchical levels corresponding to: (i) supersecondary structural motifs (attractors in fold space), (ii) the topology of globular domains (fold types), (iii) remote homologues (functional families) and (iv) homologues with sequence identity above 25% (sequence families). The computational definitions of attractors and functional families are new. In September 2000, the Dali classification contained 10 531 PDB entries comprising 17 101 chains, which were partitioned into five attractor regions, 1375 fold types, 2582 functional families and 3724 domain sequence families. Sequence families were further associated with 99 582 unique homologous sequences in the HSSP database, which increases the number of effectively known structures several-fold. The resulting database contains the description of protein domain architecture, the definition of structural neighbours around each known structure, the definition of structurally conserved cores and a comprehensive library of explicit multiple alignments of distantly related protein families.

Looking inside for good practice in Deaf bilingual education: a participatory SWOT analysis

Presentation to the Disability Studies Conference, Lancaster University, September 7-9, 2010.

The micrographic dictionary; a guide to the examination and investigation of the structure and nature of microscopic objects, by J. W. Griffith and Arthur Henfrey.

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