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L2 learning outcomes of a research-based digital app for Japanese children Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-18 Hee Jin Bang, Eric Setoguchi, Alison Mackey, Akiko Fujii
Digital educational game-based apps can be effective in helping young children develop language skills, particularly when paired with formal instruction. However, we need to know more about how educational games benefit learning in the absence of formal instruction, given children’s proficiency with and willingness to use mobile devices anytime, anywhere. This study uses a randomized controlled trial
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Multilingualism and native speakerism in academic journals’ language policies: Exploring a potential power of applied linguistics journals in promoting equitable publishing practices Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-18 Leiry K. Warren, Masatoshi Sato
Multilingualism in the context of academic publishing involves beliefs and actions manifested through publications in multiple languages. However, a systematic analysis of how academic journals practice multilingualism has been scant. Therefore, the present study analyzed how indexed journals of applied linguistics promote and practice multilingualism following their scopes and language policies (LPs)
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Recognizing two dialects in one written form: A Stroop study Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-18 Junru Wu, Vincent J. van Heuven, Niels O. Schiller, Yiya Chen
This study aims to examine the influence of dialectal experience on logographic visual word recognition. Two groups of Chinese monolectals and three groups of Chinese bi-dialectals performed Stroop color-naming in Standard Chinese (SC), and two of the bi-dialectal groups also in their regional dialects. The participant groups differed in dialectal experiences. The ink-character relation was manipulated
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Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study Lang. Learn. (IF 5.24) Pub Date : 2024-03-16 Mason A. Wirtz, Simone E. Pfenninger
This study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro‐Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive
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Enhancing dual language learners’ language learning through parent–teacher partnerships Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-16 Xiaoyue Zhang, Lianjiang Jiang
Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs
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Research Methods for IDs and TBLT: A Substantive and Methodological Review Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-15 Lara Bryfonski, Yunjung (Yunie) Ku, Alison Mackey
As part of ongoing efforts to characterize the extent to which tasks and interaction-driven language learning are influenced by individual differences (IDs), task-based researchers have thus far examined variables like learners’ levels of L2 anxiety, motivation, cognitive creativity, working memory capacity, and aptitude. Building on a tradition of prior syntheses in task-based language teaching (TBLT
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Demonstratives in Spanish–Catalan simultaneous bilinguals: which system do they prefer? Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-13 Emanuela Todisco, Pedro Guijarro-Fuentes, Harmen B. Gudde, Kenny R. Coventry
Demonstratives are cross-linguistically widespread deictic expressions. Demonstrative systems exhibit variation in number of terms, and parameters affecting their usage. The present paper assesses the relationship between spatial deixis and bilingualism: how language dominance affects speakers of two languages with different demonstrative systems. Here, we compare the use of demonstratives by 72 European
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Harnessing the bilingual descent down the mountain of life: Charting novel paths for Cognitive and Brain Reserves research Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-13 Jason Rothman
Evidence from various empirical study types have converged to show bilingualism's potential for serving as a cognitive and brain reserves contributor. In this article, I contextualize, frame the need for and offer some expanding questions in this endeavor, inclusive of empirical pathways to address them. While the set of variables and questions discussed herein are definitively incomplete, they embody
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Supporting social strengths amid emerging bilingualism: effects of Word Generation on social perspective taking in English learners’ writing Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-03-12 Lisa B. Hsin, Emily Phillips Galloway, Catherine E. Snow
Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English...
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Standing ‘in’ and ‘out’ from the Crowd in a Small Genre: Proximity and Positioning in Applied Linguists’ Email Signatures Appl. Linguist. (IF 4.155) Pub Date : 2024-03-12 Erhan Aslan, Sylvia Jaworska
Neoliberal demands in higher education (HE) amplified by the affordances of digitalisation have led to the emergence of various academic branding practices, one of which is the use of email signatures for identity work and self-promotion. Examining a corpus of 200 email signatures created by applied linguists between 2011 and 2020, this study identifies core and optional moves and how the moves orient
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Do verbal and nonverbal declarative memory tasks in second language research measure the same abilities? Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-11 Phillip Hamrick, Christopher A. Was, Yin Zhang
A growing body of evidence demonstrates that individual differences in declarative memory may be an important predictor of second language (L2) abilities. However, the evidence comes from studies using different declarative memory tasks that vary in their reliance on verbal abilities and task demands, which preclude estimating the size of the relationship between declarative memory and L2 learning
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Integrating translanguaging into formative assessment: experiences from a Chinese immersion context Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-03-09 Chiu-Yin (Cathy) Wong
While existing literature highlights the need to integrate translanguaging into assessments, its classroom application remains understudied. Adopting a participatory research approach, this study i...
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Bilingual proficiency effects in paired-associate learning of vocabulary in an unfamiliar language Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-07 Wendy S. Francis, Oscar I. Nájera
We investigated three aspects of paired associate learning of vocabulary in an unfamiliar language: monolingual-bilingual differences, effects of dominance and language proficiency, and the possible role of associative strategies. Spanish–English bilinguals (48 English-dominant and 48 Spanish-dominant) and English-speaking monolinguals (n = 48) learned Swahili–English and Swahili-Spanish word pairs
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Do native and non-native speakers make different judicial decisions? Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-07 Marie-Christine Rühle, Shiri Lev-Ari
Bilinguals experience diminished emotion when using their foreign compared with their native language. The diminished emotion has been shown to lead to more lenient moral evaluations in a foreign language. Here we show that non-native speakers of English are less sensitive to emotional mitigating circumstances of a crime than native speakers, presumably because of the diminished experience emotion
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The interaction of central and peripheral processing in L2 handwritten production: Evidence from cross-linguistic variations Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-07 Yang Fu, Carlos J. Álvarez, Beatriz Bermúdez-Margaretto, Olivia Afonso, Huili Wang, Alberto Domínguez
The current study explores the interplay between central and peripheral processes in second language (L2) handwriting among bilinguals with diverse orthographic backgrounds. Our investigation delves into the cross-linguistic transfer effect in Spanish–English and Chinese–English bilinguals, emphasizing lexical frequency and phoneme-grapheme (P-O) consistency in spelling-to-dictation and immediate copying
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Modality-general and modality-specific bilingual control mechanisms in spoken and written productions Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-07 Tingting Yang, Zhenguang G. Cai, Weihao Lin, Ruiming Wang
Do bilinguals have similar bilingual control mechanisms in speaking and writing? The present study investigated the patterns of switch costs (reflecting reactive language control) and mixing costs (reflecting proactive language control) between Chinese (L1) and English (L2) in spoken and written productions and whether these patterns could be modulated by response-stimulus intervals (RSIs). In two
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The nature of lexical associations in a foreign language: valence, arousal and concreteness Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-07 Clara Planchuelo, José Antonio Hinojosa, Jon Andoni Duñabeitia
Recent studies suggest that similarity in emotional features and concreteness are critical cues underlying word association in native speakers. However, the lexical organization of a foreign language is less understood. This study aims to examine the structure of word associations within the mental lexicon of a foreign (English) and a native language. To this end, 145 native Spanish-speakers produced
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Uncovering the role of foreign language on acquiescence Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-07 Zhimin Hu, Caterina Suitner, Eduardo Navarrete
Foreign language can either enhance decision-making by triggering more deliberation or worsen it due to cognitive overload. We tested these two hypotheses in one response bias: acquiescence. In three experiments, 413 participants made dichotomous decisions about whether 100 personality traits described them or not. Participants showed more acquiescence in a foreign language (vs. native), giving more
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Optimizing the input for learning of L2-specific constructions: the roles of Zipfian and balanced input, explicit rules and working memory Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-03-06 Manuel F. Pulido
Usage-based theory has proposed that learning of linguistic constructions is facilitated by input that contains few high-frequency exemplars, in what is known as a skewed (or Zipfian) input distribution. Early empirical work provided support to this idea, but subsequent L2 research has provided mixed findings. However, previous approaches have not explored the impact that cognitive traits (e.g., working
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The role of prosodic sensitivity and executive functions in L2 reading: The moderated mediation effect Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-04 Lan Fang, Weilin Liu, Rangke Wu, John W. Schwieter, Ruiming Wang
Prosody refers to stress and intonation patterns in a language. Previous studies have found that prosodic sensitivity (PS) and executive functions can affect reading comprehension in first (L1) and second languages (L2). The current study examined these factors among a group of L1 Mandarin speakers learning L2 English who participated in a series of tasks measuring phonological awareness, Mandarin
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Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Asmaa Shehata
Previous studies have shown that native language backgrounds of both talkers and listeners affect speech intelligibility. This study investigated the interlanguage speech intelligibility benefit (ISIB) that is also known as the advantage in understanding second language (L2) speech that non-native listeners have over native listeners when both groups listen to speakers with the same first language
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Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Joshua Gordon, Lena Barrantes-Elizondo
One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included
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Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Elvira Barrios, Marta Napiórkowska
This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and
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Students’ display of willingness to participate in an extensive reading book club Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Eunseok Ro
This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings
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Translanguaging practices in infant rooms: case studies of Chinese-Australian bilingual infant-educator interactions Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-03-01 Zhijun Zheng, Sheila Degotardi, Emilia Djonov
Many bilingual infants attend early childhood education centres (ECEC) with their monolingual peers. However, recent evidence reveals that bilingual infants vocalise significantly less than monolin...
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Bilingualism reduces associations between cognition and the brain at baseline, but does not show evidence of cognitive reserve over time Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-01 Meghan R. Elliott, Dan M Mungas, Miguel Arce Rentería, Rachel A. Whitmer, Charles DeCarli, Evan M Fletcher
Studies suggest that bilingualism may be associated with better cognition, but the role of active bilingualism, the daily use of two languages, on cognitive trajectories remains unclear. One hypothesis is that frequent language switching may protect cognitive trajectories against effects of brain atrophy. Here, we examined interaction effects between language and brain variables on cognition among
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Brain potentials reveal reduced sensitivity to negative content during second language production Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-03-01 Rafał Jończyk, Marcin Naranowicz, Tarik S. Bel-Bahar, Katarzyna Jankowiak, Paweł Korpal, Katarzyna Bromberek-Dyzman, Guillaume Thierry
Prior research suggests that bilinguals show reduced sensitivity to negative content when operating in the second language (L2). The available evidence, however, is limited to language comprehension. We tested the production of emotional words in Polish (L1)–English (L2) bilinguals in two EEG studies that manipulated emotional cueing. In Experiment 1 (neutral context), white or black circles indicated
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The development of executive function among monolingual English-speaking and dual language learning children in early childhood settings Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-28 Linghui Chu, Gail E. Joseph
The study sought to understand the general trajectory of children’s executive function, as well as whether there was heterogeneity among monolingual English-speaking and dual language learning chil...
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Assessing the relationship between L1 knowledge and fluid intelligence in second language acquisition: the case of immigrant students in Catalonia Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-28 Fernando Senar, Judit Janés, Elisabet Serrat, Ángel Huguet
The linguistic interdependence hypothesis posits the existence of language features common to different languages. This set of characteristics, known as Common Underlying Proficiency (CUP), is a po...
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Towards Clarification of the Second Language Learner Engagement Construct: Taking Stock of its Conceptual Overlap and Hierarchical Structure Appl. Linguist. (IF 4.155) Pub Date : 2024-02-29 Hoi Vo
L2 learner engagement is an emerging but critical construct in the field of psychology of language learning and teaching. However, research on L2 learner engagement has suffered from the inconsistent operationalization of the multidimensional structure of the construct and the conceptual overlap among its different components, making research synthesis and comparison across studies and contexts challenging
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Effects of healthy ageing and bilingualism on attention networks Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-02-28 Roksana Markiewicz, Foyzul Rahman, Eunice G. Fernandes, Rupali Limachya, Allison Wetterlin, Linda Wheeldon, Katrien Segaert
Both ageing and bilingualism can have positive as well as adverse cognitive effects. We investigated their combined impact on subcomponents of attention. We used the Attention Network Task to examine alerting, orienting, executive control and task-switching costs. Group comparisons revealed age-related declines for alerting alongside benefits for executive control, for mono- and bilinguals alike. For
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The suitability of Irish immersion education for children with special educational needs Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-26 Sinéad Nic Aindriú, Pádraig Ó Duibhir, Joe Travers
Additive bilingualism has long been reported as a benefit of immersion education. Nevertheless, the suitability of this form of education and bilingualism for children with special educational need...
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Fluency issues in L2 academy presentations: Linguistic, cognitive and psychological influences on pausing behaviour Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-26 Heejin Chang, Scott Windeatt
Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP)
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How lexical quality predicts L2 reading comprehension in early bilingual education Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-23 Hedi Kwakkel, Mienke Droop, Ludo Verhoeven, Eliane Segers
This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 3...
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Redundancy and Complementarity in Language and the Environment: How Intermodal Information Is Combined to Constrain Learning Lang. Learn. (IF 5.24) Pub Date : 2024-02-23 Padraic Monaghan, Heather Murray, Heiko Holz
To acquire language, learners have to map the language onto the environment, but languages vary as to how much information they include to constrain how a sentence relates to the world. We investigated the conditions under which information within the language and the environment is combined for learning. In a cross‐situational artificial language learning study, participants listened to transitive
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Exploring the role of executive functions in Chinese-English bilinguals’ emotional word comprehension during language switching Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-21 Jiao Zhang, Lin Fan, Jia Liu
Switching between languages requires the participation of executive functions (EFs) which comprise both the ‘hot’ affective aspects (hot EFs) and the ‘cool’ cognitive aspects (cool EFs). However, t...
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Implications of dispositions for foreign language writing: The case of the Arabic–English learner Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-22 Maura A. E. Pilotti, Huda Al-Mulhem, Khadija El Alaoui, Arifi N. Waked
Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female
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Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT) Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-21 Zia Tajeddin, Abbas Mansouri
Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the
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Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole-class interaction in the foreign language classroom Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Jaume Batlle Rodríguez, Natalia Evnitskaya
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Unfolding language awareness in a plurilingual context: A study of metalinguistic, practical, and critical language awareness Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Line Krogager Andersen
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Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Nathan Thomas Ducker
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Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Yue Peng, Kaiyang Lou, Tao Xiong
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Correction Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-14
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Measuring children's metalinguistic awareness Lang. Teach. (IF 4.769) Pub Date : 2024-02-19 Karen Roehr-Brackin
Research into young learners' metalinguistic awareness has led to both definitions of the construct and key findings about its role in children's cognitive and linguistic development. I briefly summarise this research before introducing two established theoretical models that can help us understand the concept of metalinguistic awareness more broadly: Ellen Bialystok's classic dichotomy of analysis
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Why should we care about multilingualism, gender, and sexuality? Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-15 Tommaso M. Milani, Holly R. Cashman
In this introductory essay, we lay some theoretical ground to the special issue on Queering Multilingualism. We outline what we mean by ‘queering’, and why it is necessary in relation to multilingu...
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Post-Digital Connectivities: Framing Offline Encounters in a Digital Prospection Space Appl. Linguist. (IF 4.155) Pub Date : 2024-02-17 Agnieszka Lyons, Caroline Tagg
This paper explores the use of mobile technologies in facilitating offline encounters, through a post-digital lens which posits the digital not as new or disruptive but as a ubiquitous and accepted part of everyday social connectivities. In the paper, we explore ways in which migrants draw on jointly assembled semiotic repertoires, affordances, and constraints of the digital space, as well as cultural
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The acquisition of rhetorical questions in bilingual children with Italian as a heritage language Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-02-14 Maria F. Ferin, Theodoros Marinis, Tanja Kupisch
Rhetorical questions (RhQs) are a complex phenomenon at the interface of pragmatics, prosody and syntax, which requires reasoning on intentions and goals, and which involves a mismatch between literal and intended meaning. In Italian, RhQs can be marked by optional particles and verbal morphology. We investigated when children aged 6-9 acquire the relevant patterns of optional modification and exploit
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Network science reveals the early signs of L1 lexical attrition: Introducing the Lexical Attrition Foundation (LeAF) framework Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-02-14 Adel Chaouch-Orozco, Fernando Martín-Villena
L1 lexical attrition is the decline of L1 lexical-semantic abilities due to reduced L1 exposure and/or L2 interference. Semantic fluency tasks are central in this research, but traditional analyses are often inconclusive. To address this, we employed an innovative network science approach to investigate the bilingual lexicon's structural properties. Semantic fluency data were collected from immersed/non-immersed
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Predicting naming scores from language history: A little immersion goes a long way, and self-rated proficiency matters more than percent use Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-02-14 Anne Neveu, Tamar H. Gollan
Language proficiency is a critically important factor in research on bilingualism, but researchers disagree on its measurement. Validated objective measures exist, but investigators often rely exclusively on subjective measures. We investigated if combining multiple self-report measures improves prediction of objective naming test scores in 36 English-dominant versus 32 Spanish-dominant older bilinguals
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The role of cross-language orthography and phonology in translation recognition: an ERP study with Chinese–English bilinguals Biling. Lang. Cognit. (IF 4.763) Pub Date : 2024-02-14 Er-Hu Zhang, Hong-Wen Cao
This study investigated the electrophysiological correlates of cross-language orthographic and phonological processing in unbalanced Chinese (L1)–English (L2) bilinguals using a translation recognition task. The critical L1-L2 word pairs were incorrect translation equivalents but orthographically or phonologically related through translation (orthographic or phonological translation neighbor). Compared
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Prosodic processing in sentences with ‘only’ in L1 and L2 English Stud. Second Lang. Acquis. (IF 4.73) Pub Date : 2024-02-14 Rachida Ganga, Haoyan Ge, Marijn E. Struiksma, Virginia Yip, Aoju Chen
It has been proposed that second language (L2) learners differ from native speakers in processing due to either influence from their native language or an inability to integrate information from multiple linguistic domains in a second language. To shed new light on the underlying mechanism of L2 processing, we used an event-related potentials (ERP) paradigm to examine the processing of sentences with
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Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-14 Seyyed Ali Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady
This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners
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Complex sentence production in bilingual and monolingual children Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-12 Elena Nicoladis, Amanda Luo, George Vouronikos
Bilingual children often lag behind monolinguals on standardized measures of language acquisition, such as vocabulary tests. This bilingual lag could be related bilinguals’ lesser experience with t...
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Coming out, heteronormativity, and possibilities of intercultural learning in a Google Hangouts telecollaboration Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-12 Yuka Akiyama, Lourdes Ortega
This study offers an account of the coming out by Amy, a 20-year-old student of Japanese in Boston who has ‘been out to most’ as a cisgender lesbian woman, to Yoko, a 19-year-old student of English...
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Development of self-regulation of bilingual children and the role of teacher-child interactions Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-09 Carolina Melo, Robert Pianta, Jamie DeCoster, Pelusa Orellana
Bilingualism has been systematically associated with better self-regulatory skills (), however, this advantage does not seem to automatically transfer for most dual language learners. This suggests...
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Measuring Lexical Diversity in Texts: The Twofold Length Problem Lang. Learn. (IF 5.24) Pub Date : 2024-02-08 Yves Bestgen
The impact of text length on the estimation of lexical diversity has captured the attention of the scientific community for more than a century. Numerous indices have been proposed, and many studies have been conducted to evaluate them, but the problem remains. This methodological review provides a critical analysis not only of the most commonly used indices in language learning studies, but also of
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Value your students' bilingualism? Nurture them through development of school-based registers! Lang. Teach. (IF 4.769) Pub Date : 2024-02-12 Mary J. Schleppegrell
As a language teacher, teacher educator, and researcher over the past 40 years, my interests have been centered in classrooms where students are learning something else while also learning language. In the 1980s, as an English as a Foreign Language (EFL) teacher, my students were learning ‘English for specific purposes,’ where they brought knowledge from their fields, working as economists, in business