bilingualism Flashcards
EAL
20% rise
leeds primary school - 95%
- challenge for teachers
-respond well to exposure
bilingual
dependent on: fluent vs functional:
- when learnt, how learnt
- similarity between languages
Types of bilingual
simultaneous - learning 2 at the same time
early sequential/successive - pre-adolescence
late bilingualism - after adolescence
active or passive
have to consider exposure
quantifying bilingualism
very rare to be balanced
-measures: language spoke, who speaks, where, how often, language of activities
what happens when learn more than 1 language
phonemes in Korean + english differ in pronunciation
-exposed to phonemes that exist in just 1 language - retain all
challenges of researching bilingualism
- lots of variation
- how to measure proficiency
- how to make meaninful comparisons - match groups
- account context of exposure
- social status of languages
- SES confounds
categorical perception
when more than 1 language - hearing greater range of contrast so remain sensitive to them all
sentivity to familiar languages
sensitive to more languages - can take longer to respond
- longer to attend in native than unfamiliar
- monolinguals longer to orient to unfamiliar than native
why does it take bilinguals longer?
competition + flecible access
have to identify which language spoken - decide to tune in to stimuli
Ramirez 2017
brain imaging - response 11m olds
english monolinguals, spanish bilinguals
-play standard sound then one exclusive to language - whether sensitive
-babies equally responsive to english deviant
-only spanish group sensitive to spanish deviant
-bilingual show responses to sounds from both languages - retained sensitivity
-seen in temporal + frontal areas (EF)
vocabulary
size in one smaller, bigger overall
- standard english vocab scores - monolinguals significantly higher than biliguals
- not due to SES
adult vocabulary
gap in number of words may persist or close - but issue becomes of leical access -slower in picture naming verbal fluency tasks more tip of the tongue word identification interference in lexical decision tasks
bilinguals of all ages scored lower
weaker links hypothesis
speak more than 1 language - they’re speaking each language less often
-have less practice in accessing representations of each form of word - lweaker links
access less often - less strong links - slower access trying to access word
challenges for constraint
whole object constraint
- wont find in bilinguall
- older more likely to suspend mutual exclusivity
word learning in children
Gross 2014
- teaching novel words mapped to familiar/unfamiliar
- learnt paired word
- FORCED CHOICE RECOGNITION TASK
- when unfamiliar word used - word learning similar
- familiar - bilingual advantage - much more ready to accept new name for something that already has a name
critical periods
evidence from feral children
-critical period for second language learning
Johnson + Newport 1989
gets harder as you get older
Bilingual chinese/korean moved to US
- GRAMMATICALITY JUDGEMENT TASK
- negative correlation performance and age arrived in US - exposure
- young age = better
profiency in language correlated with amount of exposure in language
accent
korean speakers all arrived in US
- repeat english sentences + speech rated for accent + phonology
- –correlation arrival at younger age - lower foreign accent
grammar
those arrived in US earlier better at detecting
-once controlled time in education - disappears - how much exposure to formal education
Hakuta
large scale study bilingual
-weak measure of language profiency
gradual decline with age of immigration + amount of formal education
cognition
metalinguistic tasks
metalinguistic awareness - nonverbal
- bilingual better at thinking about own use
- GRAMMATICALITY JUDGEMENT TASK
- nonsense sentences - bilingual better at detecting grammar
martin 2004
DIMENSIONAL CHANGE CARD SORTING TASK - shape sort, then switch and sort colour
- perseveration errors
- bilingual better ability to switch and inhibit
carlson 2008
9 EF tasks - children 5-7
- monolingual, bilingual, learning L2
- bilingual better in tasks with element of conflict resoution - have to inhibit
- delay tasks - all 3 groups equivalent
simon task - conflict resolution
make response + ignore irrelevent
-bilingual advantage across lifespan
