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“Bread and butter” or “butter and bread”? Nonnatives’ processing of novel lexical patterns in context Stud. Second Lang. Acquis. (IF 3.988) Pub Date : 2022-06-22 Suhad Sonbul, Dina Abdel Salam El-Dakhs, Kathy Conklin, Gareth Carrol
Little is known about how nonnative speakers process novel language patterns in the input they encounter. The present study examines whether nonnatives develop a sensitivity to novel binomials and their ordering preference from context. Thirty-nine nonnative speakers of English (L1 Arabic) read three short stories seeded with existing binomials (black and white) and novel ones (bags and coats) while
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Spaces of dissonance in dual language: teacher sense-making of a new biliteracy strategy Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-21 Ana Solano-Campos, Meg Burns
ABSTRACT In this article, we examine the underexplored link between teacher sense-making and professional development on paired literacy approaches. Grounded in a year-long qualitative study in a Dual Language Bilingual Education (DLBE) program in Massachusetts, we recount the experiences of dual language teachers learning about and implementing a biliteracy strategy that connects oracy and literacy
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The emotional rollercoaster of language teaching Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-21 Xia Yu
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2022)
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Materials use in language classrooms: A research agenda Lang. Teach. (IF 5.327) Pub Date : 2022-06-22 Anne Marie Guerrettaz, Corinne S. Mathieu, Siwon Lee, Adon Berwick
How language learners and teachers actually use pedagogical materials in classrooms is a ‘groundbreaking’ subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as materials use. We begin with a theoretically-oriented overview of language education scholarship on pedagogical materials (henceforth materials). Then, we focus on seven qualitative research
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Using social networking sites as a language teaching and learning environment Lang. Teach. (IF 5.327) Pub Date : 2022-06-22 Jessie S. Barrot
The growing adoption of emerging technologies for language pedagogy, literacy development, and language assessment has accelerated computer-assisted language learning (CALL) as a major field of education and led to the establishment of major specialized journals, such as Language Learning and Technology, Computer Assisted Language Learning, and ReCALL. As technologies further advanced, we began to
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Conducting Linguistic Experiments Online With OpenSesame and OSWeb Lang. Learn. (IF 4.667) Pub Date : 2022-06-20 Sebastiaan Mathôt, Jennifer March
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Exploring Boundedness for Concept-Based Instruction of Aspect: Evidence From Learning the Spanish Preterite and Imperfect Mod. Lang. J. (IF 4.759) Pub Date : 2022-06-15 ELIZABETH M. KISSLING, TEJAS MUTHUSAMY
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The limited effects of visual and audio modalities on second language listening comprehension Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-16 Nobuhiro Kamiya
This study examined the effects of watching gestures and lip movement on second language (English) listening comprehension. The participants were 30 high and 22 low proficient learners of English. There were six listening tasks combining two variables: modality and difficulty. The modality consisted of three types of assessments: Body (the upper half of body was visible), Face (close up view), and
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Applying cognitive linguistics to teaching Chinese classifiers: Evidence from teaching Chinese as a heritage language in Germany Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-16 Adler Yang Zhou
When teaching Mandarin Chinese classifiers, teachers usually ask students to memorize ‘classifier + noun’, phrases as collocations. Given that Mandarin Chinese has a vast and complicated system of classifiers, the rote memorization of ‘classifier + noun’ collocations is challenging and monotonous. Therefore, the present study aims to improve that pedagogical method by applying cognitive linguistics
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An investigation into English majors’ self-regulated writing strategies in an online learning context Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-16 Safaa M. Abdelhalim
With the large increase in online English language learners, there is a need to explore how those learners practise self-regulated writing in such an autonomous learning context. This article reports on an exploratory study of self-regulated learning strategies used by two writing-proficiency groups (low and high) of Saudi English majors within an online context. Data were collected from a total of
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Self-determination mini-theories in second language learning: A systematic review of three decades of research Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-16 Ali H. Al-Hoorie, W.L. Quint Oga-Baldwin, Phil Hiver, Joseph P. Vitta
Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account
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The development of the cognate advantage from elementary to middle school years in French-English bilinguals attending a dual language program in France Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-16 Erin Quirk, Cathy Cohen
ABSTRACT The cognate advantage in bilingual children varies in strength across groups and individuals, in particular on receptive measures (e.g. picture-identification). This variation may be due to children’s developing ability to benefit from cognates in such tasks, yet longitudinal studies of this phenomenon, especially with older children, are rare. Using longitudinal and cross-sectional analyses
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Revisiting the moderating effect of speaker proficiency on the relationships among intelligibility, comprehensibility, and accentedness in L2 Spanish Stud. Second Lang. Acquis. (IF 3.988) Pub Date : 2022-06-15 Amanda Huensch, Charlie Nagle
This report examines the potential impacts of task and proficiency on listener judgments of intelligibility, comprehensibility, and accentedness in L2 Spanish. This study extends Huensch and Nagle [Language Learning, 71, 626–668, (2021)], who explored the partial independence among the global speech dimensions for speech samples taken from a picture narrative task. Given that the type of speaking task
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Introducing grip force as a nonverbal measure of bilingual feelings Biling. Lang. Cognit. (IF 3.532) Pub Date : 2022-06-15 Dieter Thoma, Julia Hüsam, Kimberley Wielscher
Bilinguals’ emotions can vary in intensity with the language of a stimulus. Yet, extant research has somewhat surprisingly accepted inconsistent results from implicit nonverbal and explicit verbal emotion measures. To date, it is unclear if this inconsistency recurs to conceptual or methodological differences. We therefore investigated if squeezing a handheld dynamometer is a valid nonverbal, “visceral”
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Bilingual development in the receptive and expressive domains: they differ Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-14 David Giguere, Erika Hoff
ABSTRACT In bilingual children, more so than in monolingual children, comprehension abilities exceed production abilities. While this receptive-expressive gap in bilinguals has been well documented, little is known about its development. The present study tracked growth in the Spanish and English receptive and expressive vocabularies of 52 bilingual children from 4.5–10 years. The children’s English
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Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011) Lang. Teach. (IF 5.327) Pub Date : 2022-06-10 Raquel Serrano
There has been a great deal of interest in second language vocabulary studies regarding the potential of reading as a source of incidental vocabulary learning. More recently, several studies have also focused on comparing reading with other input modes, such as listening, or reading-while-listening. Among these studies there are two – Brown et al. (2008) and Vidal (2011) – that have been extensively
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Second Language Speech Intelligibility Revisited: Differential Roles of Phonological Accuracy, Visual Speech, and Iconic Gesture Mod. Lang. J. (IF 4.759) Pub Date : 2022-06-08 PAGE WHEELER, KAZUYA SAITO
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Language beyond flags: teachers misunderstanding of translanguaging in preschools Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-08 Gabrijela Aleksić, Ofelia García
ABSTRACT Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers’ limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a professional development project in which the teachers
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Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-08 Yuen Yi Lo, Constant Leung
ABSTRACT In Content and Language Integrated Learning (CLIL) programmes, non-linguistic content is taught and assessed in an additional language. Hence, CLIL teachers, most of whom are content subject specialists, may encounter difficulties in evaluating students’ content knowledge independent of their L2 proficiency and in aligning objectives, instruction and assessment. These concerns are closely
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Textual thinking as evidenced through think-alouds: Designing meanings in interpreting authentic L2 web texts Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-08 Kristen Michelson, James F. Lee, Mourad Abdennebi
Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering ‘textual thinking’, understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon readers to focus on form–meaning connections, and shifts
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Second language development in face-to-face versus synchronous computer-mediated interactions: Dyadic type and language proficiency Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-08 Angelica Ribeiro, Zohreh R. Eslami
Language negotiations facilitate second language acquisition (SLA) in both face-to-face (FTF) and computer-mediated interactions. Research shows that dyadic type can impact the quantity and quality of negotiations. Although both learner (L)-learner and native speaker (NS)-L dyadic type interactions have shown to be beneficial to SLA, it is still unclear which dyadic type is more effective for second
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Textbook authors’ perspectives on selecting and instructing Chinese characters and words in beginner and intermediate textbooks Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-07 Jing Wang
This article explores how leading textbook authors select and instruct vocabulary in beginner and intermediate Chinese textbooks used in the United States. Leading textbook authors were approached; subsequently; four authors completed interviews with pre-designed questions. Grounded theory methodology was used to analyse the interviews, and their textbooks were surveyed for clarification and additional
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Do beliefs matter? The relationship between beliefs about peer feedback and peer feedback outcomes on pronunciation Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-07 Ines A. Martin, Lieselotte Sippel
This study investigated the relationship between learner beliefs about peer feedback and development of second language (L2) pronunciation skills after peer feedback on pronunciation had been used in the classroom. Seventy-four first-year learners of German were assigned to a peer feedback provider group, a peer feedback receiver group, and a control group. After completing a questionnaire designed
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Problematizing translanguaging as an inclusive pedagogical strategy in deaf education Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-04 Ruth Swanwick, Samantha Goodchild, Elisabetta Adami
ABSTRACT This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to ‘codified’ (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are
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The effects of Processing Instruction on the acquisition and processing of grammatical gender in German Lang. Teach. Res. (IF 3.899) Pub Date : 2022-06-06 Nick Henry
This study investigates the effects of Processing Instruction (PI) on the acquisition of grammatical gender and gender-marked pronouns in German. PI was compared to Traditional Instruction, i.e. a traditional, vocabulary-oriented approach using color cues (TI) and a Categorization and Memorization task (CM). The results of an immediate posttest showed that the PI group outperformed both TI and CM with
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Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words? Mod. Lang. J. (IF 4.759) Pub Date : 2022-05-31 TAKUMI UCHIHARA, STUART WEBB, KAZUYA SAITO, PAVEL TROFIMOVICH
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Family language planning strategies among Australian families of Arabic-speaking background Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-06-02 Areej Yousef
ABSTRACT This paper explores the language planning strategies employed by Australian transnational families of Arabic-speaking backgrounds to develop their children’s bilingualism in English and Arabic. The paper concludes that the families’ transnationalism and strong links with their countries of origin played a significant role in their language planning decisions. The study revealed that the mothers
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The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-30 Ye Shen, Rui Wang, Fan Zhang, Christina Areizaga Barbieri, Adrian Pasquarella
ABSTRACT The present study examined the effect of children’s enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI students based on students’ kindergarten reading
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‘Du er verdens beste pappa’: affect in parent–child multilingual interactions Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-30 Rafael Lomeu Gomes
ABSTRACT This article examines the affective dimension of the linguistic repertoire of multilingual families. Specifically, resulting from a three-year ethnographic project in Norway, this study sets out to better understand the role of affect in parent–child interactions as members of two Brazilian-Norwegian families draw on their multilingual linguistic repertoires in the ongoing construction of
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Sociocultural dimensons of early dual language learning Biling. Lang. Cognit. (IF 3.532) Pub Date : 2022-05-30 Fred Genesee
Titone and Tiv's Systems Theory of Bilingualism aims to “urge cognitive scientists and neuroscientists to better embrace sociolinguistic and sociocultural experiences as part of their theoretical and empirical purview”. No stronger case for such a framework can be found than in studies of developmental aspects of bilingualism. In fact, inclusion of sociocultural variation has been a common feature
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Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short-Term Study Abroad Mod. Lang. J. (IF 4.759) Pub Date : 2022-05-28 JANIRE ZALBIDEA, BERNARD I. ISSA, MANDY FARETTA–STUTENBERG
Evidence suggests that short-term study abroad experiences can help advance various dimensions of second language (L2) learners’ linguistic competence. However, the extent to which gains following a brief sojourn are durable and maintained after immersion remains an open question. The present study examined both the immediate and sustained learning outcomes following a short-term study abroad program
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Incidental and Multimodal High Variability Phonetic Training: Potential, Limits, and Future Directions Lang. Learn. (IF 4.667) Pub Date : 2022-05-27 Kazuya Saito, Keiko Hanzawa, Katya Petrova, Magdalena Kachlicka, Yui Suzukida, Adam Tierney
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Identifying the assets of emergent bilingual middle school students’ writing: opportunities to validate students’ linguistic repertoires and identities Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-27 Margarita Gómez, Mark A. Lewis
ABSTRACT We highlight how the use of holistic biliteracy and translanguaging perspectives can be applied in the assessment of emergent bilingual middle school students’ writing to counter deficit views of their divergent repertoires. The study took place in a Mountain West middle school with a large Latinx population. We analyzed eleven emerging bilingual students’ (EBs) responses to a writing prompt
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Learning specialized vocabulary in the second language: Does transfer from the first language help? Lang. Teach. Res. (IF 3.899) Pub Date : 2022-05-25 Jie Wang, Yen Na Yum
Learners entering higher education may learn specialized vocabulary of new disciplines in their second language (L2) with or without support from their first language (L1). However, these learners cannot rely on an established conceptual representation in L1 when learning L2 specialized vocabulary. The effects of learning a new concept in L1 prior to learning and testing the same concept in L2 are
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The teaching of Arabic as a community language in the UK Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-25 Rasha Soliman, Saussan Khalil
ABSTRACT This paper provides an overview of UK Arabic language teaching in supplementary and mainstream schools from available research papers and provides a synopsis of recent developments in supporting Arabic teaching at school level and pathways to Higher Education. The largest study cited is the 2016 research collaboration between the British Council, the Universities of Leeds, Edinburgh, Goldsmiths
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The Relative Contribution of Language Complexity to Second Language Video Lectures Difficulty Assessment Mod. Lang. J. (IF 4.759) Pub Date : 2022-05-23 EMAD A. ALGHAMDI, PAUL GRUBA, EDUARDO VELLOSO
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The immigrant perspective: Eastern-European parental discourses about the value of French, plurilingualism and plurilingual literacy practices Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-24 Mimi Masson, Marina Antony-Newman, Max Antony-Newman
ABSTRACT Parental involvement is a crucial, but often, neglected factor for success in learning languages. A growing number of Canadian students from immigrant families attend French Immersion programs and bring additional languages to the classroom. Yet, the role of Eastern-European immigrant parents in their children’s French Immersion education, their beliefs about speaking multiple languages, and
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Choreographies of multilingualism: writing and language ideology in Singapore Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-24 Norbert Francis
(2022). Choreographies of multilingualism: writing and language ideology in Singapore. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Multilingualism and speed: challenges and issues in applied linguistics Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-23 Osman Z. Barnawi
(2022). Multilingualism and speed: challenges and issues in applied linguistics. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Guest editorial Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-21 María Luisa Pérez Cañado
ABSTRACT Guest editorial for the special issue ‘CLIL for all? Attention to diversity in bilingual education’.
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Understanding the oral and written translanguaging practices of emergent bilinguals insights from Korean Heritage Language Classrooms in the US Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-20 Kevin Perez
(2022). Understanding the oral and written translanguaging practices of emergent bilinguals insights from Korean Heritage Language Classrooms in the US. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Vocabulary and reading speed in the majority language are affected by maternal language proficiency and language exposure at home: a study of language minority bilingual children in Italy Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-20 Valentina Persici, Marinella Majorano, Tamara Bastianello, Erika Hoff
ABSTRACT Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC’s skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third, and fifth grades were administered standardized
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A History of Bilingual Education in the US: Examining the Politics of Language Policymaking Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-19 Firth MacKenzie McEachern
(2022). A History of Bilingual Education in the US: Examining the Politics of Language Policymaking. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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A role for verb regularity in the L2 processing of the Spanish subjunctive mood: Evidence from eye-tracking Stud. Second Lang. Acquis. (IF 3.988) Pub Date : 2022-05-20 Sara Fernández Cuenca, Jill Jegerski
The present study investigated the second language processing of grammatical mood in Spanish. Eye-movement data from a group of advanced proficiency second language users revealed nativelike processing with irregular verb stimuli but not with regular verb stimuli. A comparison group of native speakers showed the expected effect with both types of stimuli, but these were slightly more robust with irregular
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Word order preference in sign influences speech in hearing bimodal bilinguals but not vice versa: Evidence from behavior and eye-gaze Biling. Lang. Cognit. (IF 3.532) Pub Date : 2022-05-20 Francie Manhardt, Susanne Brouwer, Eveline van Wijk, Aslı Özyürek
We investigated cross-modal influences between speech and sign in hearing bimodal bilinguals, proficient in a spoken and a sign language, and its consequences on visual attention during message preparation using eye-tracking. We focused on spatial expressions in which sign languages, unlike spoken languages, have a modality-driven preference to mention grounds (big objects) prior to figures (smaller
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Crosslinguistic influence and second language learning Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-18 Zhihong Wang
(2022). Crosslinguistic influence and second language learning. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland Mod. Lang. J. (IF 4.759) Pub Date : 2022-05-14 OANA COSTACHE, EVA S. BECKER, THOMAS GOETZ
Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students’ value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between multilingual and monolingual students. Multivariate
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Proficiency, language of assessment, and attention to meaning and form during L2 comprehension: Methodological considerations in L2 replication research Stud. Second Lang. Acquis. (IF 3.988) Pub Date : 2022-05-17 Paweł Szudarski, Sylwia Mikołajczak
This study is a replication and extension of Morgan-Short et al.’s (2018) investigation into the role of attention in input processing by L1-Polish learners of L2-Spanish, with proficiency and language of assessment explored as two key methodological factors. Our aims were twofold: to investigate learners’ comprehension in different conditions with their L2 proficiency controlled for, and to examine
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Curriculum integrated language teaching: CLIL in practice Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-16 Qian Wu, Jun Lei
(2022). Curriculum integrated language teaching: CLIL in practice. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Visual silence in the language portrait: analysing young people’s representations of their linguistic repertoires Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-16 Sarah Muller
ABSTRACT While the language portrait (LP) is a visual research method that can make visible speakers’ multilingualism, this article considers how and why speakers may use the LP to make elements of their linguistic repertoire invisible. Analysing the portraits created by three primary school students in Luxembourg, I explore why these young people omitted different linguistic resources in the visual
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Language learning and emotion Lang. Teach. (IF 5.327) Pub Date : 2022-05-16 Luke Plonsky, Ekaterina Sudina, Yasser Teimouri
Language learning can be very emotional, as anyone who has ever tried to learn or use another language (L2) will attest. The range of emotions varies widely in both type and intensity, from the thrill of successfully articulating yourself, for example, to the anxiety of navigating a high-stakes encounter in an L2. It is not surprising, therefore, that there is a longstanding tradition of research on
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The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect Lang. Teach. (IF 5.327) Pub Date : 2022-05-16 Kathleen Bardovi-Harlig, Llorenç Comajoan-Colomé
This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review
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Dynamic engagement of cognitive control in intra-sentential code-switching during comprehension Biling. Lang. Cognit. (IF 3.532) Pub Date : 2022-05-16 Siyi Jiang, Lvheng Ma, Baoguo Chen
This study investigated whether the deployment of cognitive control was modulated by the intra-sentential code-switching types during comprehension. L1-dominant Chinese–English bilinguals were administered a self-paced reading task in two reading contexts – namely, alternation context and dense code-switching context. We assessed language switch cost and reversed language dominance effect in the self-paced
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The role of socioemotional wellbeing difficulties and adversity in the L2 acquisition of first-generation refugee children Biling. Lang. Cognit. (IF 3.532) Pub Date : 2022-05-16 Johanne Paradis, Adriana Soto-Corominas, Irene Vitoroulis, Redab Al Janaideh, Xi Chen, Alexandra Gottardo, Jennifer Jenkins, Katholiki Georgiades
First-generation refugee children often experience pre- and post-migration adversity and display high levels of mental health/wellbeing difficulties, but to date, research has not examined the impact of such factors on refugee children's L2 acquisition. Accordingly, this study examined the influence of externalizing and internalizing problem behaviours (wellbeing), time in refugee camps and low socioeconomic
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Negation processing in Chinese–English bilinguals: insights from the Stroop paradigm and an orientation task Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-14 Haoruo Zhang, Yi Wang, Norbert Vanek
ABSTRACT Previous experimental work shows that negation processing can be direct in bipolar contexts where positive/negative states of affairs can be expressed by available lexical opposites (remember/forget) in monolingual speakers. However, in a unipolar context where such opposites are not available (sing/not sing), the processing first proceeds through the positive and only then the negative state
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Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-14 Richard Jones, Irene Reppa, Phil Reed
ABSTRACT This thematic analytic qualitative study used participants’ oral narratives to examine primary Cymraeg, which is the Welsh language, and English-speaking adolescents’ perceptions regarding Cymraeg-speakers’ opportunities of using their primary language on social media. Twenty-three participants were interviewed (two Welsh/Bilingual-medium schools: males = 5, females = 6; two English-medium
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Parafoveal orthographic processing in bilingual reading Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-12 Fengjiao Cong, Baoguo Chen
ABSTRACT Reading is a very complex task in which readers obtain information to promote reading from not only the fixated word located in the foveal area but also non-fixated words located in the parafoveal area. We aimed to investigate the second language (L2) parafoveal orthographic (letter identity and letter position) processing mechanism adopting the eye-tracking technique and boundary paradigm
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The pertinence and feasibility of implementing a plurilingual approach in Quebec, Canada: the beliefs of pre-service ESL teachers Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-12 Zeina Maatouk, Caroline Payant
ABSTRACT The field of language pedagogy has increasingly advocated for the implementation of plurilingual approaches which promote learners’ ability to mobilize all linguistic resources at their disposal in order to communicate in different situations with various interlocutors [Cabré Rocafort 2019. “The Development of Plurilingual Education Through Multimodal Narrative Reflection in Teacher Education:
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Vocabulary learning in a novel language: is language similarity helpful in bilingual children? Int. J. Biling. Educ. Biling. (IF 4.159) Pub Date : 2022-05-12 Katy Borodkin, Rachel Orgal, Naomi Martzini
ABSTRACT Bilinguals are more successful than monolinguals in novel language learning due to the transfer of prior learning strategies and experiences with two languages. The extent of such transfer may depend on the similarity between previously acquired languages and a novel language. This hypothesis was tested in relation to vocabulary learning in elementary school children. The sample included 10
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Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables Lang. Teach. Res. (IF 3.899) Pub Date : 2022-05-10 Chengchen Li
The past decade has witnessed a surge of research interest in diverse emotions that foreign/second language (L2) learners experience. However, research on L2 boredom is just starting. The current study focuses on foreign language learning boredom (FLLB) and foreign language enjoyment (FLE), and examines how they are associated with a wide range of learner-internal variables and teacher-centered variables