subject:(Bilingualism)

University of Edinburgh

1. Raymond, Laurie. Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8599

► Cognitive benefits of bilingualism have been much replicated in previous research, particularly in elements of executive control (Bialystok et al., 2009). The current study aimed… (more)

▼ Cognitive benefits of bilingualism have been much replicated in previous research, particularly in elements of executive control (Bialystok et al., 2009). The current study aimed to investigate these apparent advantages in a young adult sample. While research on this age group in the past has produced inconsistent results, the test battery used here (Tests of Everyday Attention, Robertson et al., 1994) has previously shown positive outcomes (e.g. Bak et al., 2008). The current study differentiated from prior research, by extending its focus to also consider two associated areas of bilingualism: multilingualism, and the Year Abroad. Monolingual and bilingual subjects were compared with particular focus being attended to executive control functions. These participants were all students who had been on a Year Abroad programme at University. This not only enabled a high level of control, but it also led to a further cognitive comparison being possible between monolingual students who had and had not been on a Year Abroad, with the addition of a second monolingual group. Many of the bilingual students used also had fluency in more than 2 languages, and so finally, those with two, three and four languages were compared on cognitive function. While no bilingual advantage was elicited in this study, multilingual results demonstrated a possible cognitive peak in attentional switching for those who spoke three languages, and a decline in performance in those who spoke four. Furthermore, differences in creativity/ concept formation ability were suggested between Monolinguals who went on a year abroad and those who did not. Future work must continue to address these associated areas of bilingualism, as possible implications are of great importance. Not only are multilingualism and migration important areas to consider as control factors in bilingual research, but if positive results were replicated in future, it could suggest that there are ways of enhancing cognition in young adults. Educationally, it would support the encouragement of bilingualism and multilingualism at all ages. Advisors/Committee Members: Bak, Thomas.

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Raymond, L. (2013). Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Raymond, Laurie. “Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults.” 2013. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Raymond, Laurie. “Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults.” 2013. Web. 17 Feb 2020.

Vancouver:

Raymond L. Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8599.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Raymond L. Multilingualism and the Year Abroad: Additional factors to be considered when investigating the 'Bilingual Advantage' in young adults. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8599

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

2. Graf, Karen. A functional analysis of Spanish/English code-switching in Spanish language talk shows.

Degree: MA, Spanish, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/graf_karen_m_200712_ma

► This thesis examines the discourse functions of Spanish/English code-switching present in Spanish language talk shows. Code-switching is a linguistic phenomenon that involves the mixing of… (more)

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Graf, K. (2007). A functional analysis of Spanish/English code-switching in Spanish language talk shows. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/graf_karen_m_200712_ma

Chicago Manual of Style (16^th Edition):

Graf, Karen. “A functional analysis of Spanish/English code-switching in Spanish language talk shows.” 2007. Masters Thesis, University of Georgia. Accessed February 17, 2020. http://purl.galileo.usg.edu/uga_etd/graf_karen_m_200712_ma.

MLA Handbook (7^th Edition):

Graf, Karen. “A functional analysis of Spanish/English code-switching in Spanish language talk shows.” 2007. Web. 17 Feb 2020.

Vancouver:

Graf K. A functional analysis of Spanish/English code-switching in Spanish language talk shows. [Internet] [Masters thesis]. University of Georgia; 2007. [cited 2020 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/graf_karen_m_200712_ma.

Council of Science Editors:

Graf K. A functional analysis of Spanish/English code-switching in Spanish language talk shows. [Masters Thesis]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/graf_karen_m_200712_ma

University of Edinburgh

3. Stanciu, Oana. Between language agreement in complex noun phrases.

Degree: 2012, University of Edinburgh

URL: http://hdl.handle.net/1842/7699

► Bilinguals are particularly adept at code-switching that is at conveying a message through the joint use of two languages. Recent experiments using elicited code-switching (Hatzidaki,… (more)

Subjects/Keywords: bilingualism; agreement

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APA (6^th Edition):

Stanciu, O. (2012). Between language agreement in complex noun phrases. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stanciu, Oana. “Between language agreement in complex noun phrases.” 2012. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/7699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stanciu, Oana. “Between language agreement in complex noun phrases.” 2012. Web. 17 Feb 2020.

Vancouver:

Stanciu O. Between language agreement in complex noun phrases. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/7699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stanciu O. Between language agreement in complex noun phrases. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/7699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

4. Clarkson, Harriet. A Bilingual Advantage in Young Adults: Unfounded or Undetectable.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8581

► Research has shown that a bilingual cognitive advantage in young adults manifests inconsistently. The objective of the present study was to investigate the existence of… (more)

Subjects/Keywords: Bilingualism; Exchange

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APA (6^th Edition):

Clarkson, H. (2013). A Bilingual Advantage in Young Adults: Unfounded or Undetectable. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clarkson, Harriet. “A Bilingual Advantage in Young Adults: Unfounded or Undetectable.” 2013. Thesis, University of Edinburgh. Accessed February 17, 2020. http://hdl.handle.net/1842/8581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clarkson, Harriet. “A Bilingual Advantage in Young Adults: Unfounded or Undetectable.” 2013. Web. 17 Feb 2020.

Vancouver:

Clarkson H. A Bilingual Advantage in Young Adults: Unfounded or Undetectable. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1842/8581.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clarkson H. A Bilingual Advantage in Young Adults: Unfounded or Undetectable. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8581

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

5. Ocón-Gamarra, Martín Antonio. Análisis de la interferencia de los marcadores morfológicos del tiempo pasado entre hablantes en Español y Quechua en Ancash, Peru.

Degree: MA, Spanish, 2006, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/ocon-gamarra_martin_a_200608_ma

► This study looks to examine and describe interference phenomena occurring among bilingual Quechua and Spanish speakers from Ancash (northern Peru) which leads to a morphological… (more)

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Ocón-Gamarra, M. A. (2006). Análisis de la interferencia de los marcadores morfológicos del tiempo pasado entre hablantes en Español y Quechua en Ancash, Peru. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ocon-gamarra_martin_a_200608_ma

Chicago Manual of Style (16^th Edition):

Ocón-Gamarra, Martín Antonio. “Análisis de la interferencia de los marcadores morfológicos del tiempo pasado entre hablantes en Español y Quechua en Ancash, Peru.” 2006. Masters Thesis, University of Georgia. Accessed February 17, 2020. http://purl.galileo.usg.edu/uga_etd/ocon-gamarra_martin_a_200608_ma.

MLA Handbook (7^th Edition):

Ocón-Gamarra, Martín Antonio. “Análisis de la interferencia de los marcadores morfológicos del tiempo pasado entre hablantes en Español y Quechua en Ancash, Peru.” 2006. Web. 17 Feb 2020.

Vancouver:

Ocón-Gamarra MA. Análisis de la interferencia de los marcadores morfológicos del tiempo pasado entre hablantes en Español y Quechua en Ancash, Peru. [Internet] [Masters thesis]. University of Georgia; 2006. [cited 2020 Feb 17]. Available from: http://purl.galileo.usg.edu/uga_etd/ocon-gamarra_martin_a_200608_ma.

Council of Science Editors:

Ocón-Gamarra MA. Análisis de la interferencia de los marcadores morfológicos del tiempo pasado entre hablantes en Español y Quechua en Ancash, Peru. [Masters Thesis]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/ocon-gamarra_martin_a_200608_ma

University of Hong Kong

6. Hunter, Duncan Burns. Bilingualism: problems of description and measurement.

Degree: M. Phil., 1975, University of Hong Kong

URL: Hunter, D. B.. (1975). Bilingualism : problems of description and measurement. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3120406 ; http://dx.doi.org/10.5353/th_b3120406 ; http://hdl.handle.net/10722/39325

published_or_final_version

Language Studies

Master

Master of Philosophy

Subjects/Keywords: Bilingualism.

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APA (6^th Edition):

Hunter, D. B. (1975). Bilingualism: problems of description and measurement. (Masters Thesis). University of Hong Kong. Retrieved from Hunter, D. B.. (1975). Bilingualism : problems of description and measurement. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3120406 ; http://dx.doi.org/10.5353/th_b3120406 ; http://hdl.handle.net/10722/39325

Chicago Manual of Style (16^th Edition):

Hunter, Duncan Burns. “Bilingualism: problems of description and measurement.” 1975. Masters Thesis, University of Hong Kong. Accessed February 17, 2020. Hunter, D. B.. (1975). Bilingualism : problems of description and measurement. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3120406 ; http://dx.doi.org/10.5353/th_b3120406 ; http://hdl.handle.net/10722/39325.

MLA Handbook (7^th Edition):

Hunter, Duncan Burns. “Bilingualism: problems of description and measurement.” 1975. Web. 17 Feb 2020.

Vancouver:

Hunter DB. Bilingualism: problems of description and measurement. [Internet] [Masters thesis]. University of Hong Kong; 1975. [cited 2020 Feb 17]. Available from: Hunter, D. B.. (1975). Bilingualism : problems of description and measurement. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3120406 ; http://dx.doi.org/10.5353/th_b3120406 ; http://hdl.handle.net/10722/39325.

Council of Science Editors:

Hunter DB. Bilingualism: problems of description and measurement. [Masters Thesis]. University of Hong Kong; 1975. Available from: Hunter, D. B.. (1975). Bilingualism : problems of description and measurement. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3120406 ; http://dx.doi.org/10.5353/th_b3120406 ; http://hdl.handle.net/10722/39325

7. Liang, Pearl Ho Cheng. The effect of pre-kindergarten experience on the language of bilingual Chinese-American children.

Degree: 1970, Texas Woman's University

URL: http://hdl.handle.net/11274/8872

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Liang, P. H. C. (1970). The effect of pre-kindergarten experience on the language of bilingual Chinese-American children. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Liang, Pearl Ho Cheng. “The effect of pre-kindergarten experience on the language of bilingual Chinese-American children.” 1970. Thesis, Texas Woman's University. Accessed February 17, 2020. http://hdl.handle.net/11274/8872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Liang, Pearl Ho Cheng. “The effect of pre-kindergarten experience on the language of bilingual Chinese-American children.” 1970. Web. 17 Feb 2020.

Vancouver:

Liang PHC. The effect of pre-kindergarten experience on the language of bilingual Chinese-American children. [Internet] [Thesis]. Texas Woman's University; 1970. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11274/8872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liang PHC. The effect of pre-kindergarten experience on the language of bilingual Chinese-American children. [Thesis]. Texas Woman's University; 1970. Available from: http://hdl.handle.net/11274/8872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

8. Andreou, Maria. The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child.

Degree: 2015, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

URL: http://hdl.handle.net/10442/hedi/36739

► The topic of the present dissertation is to investigate how bilingualism affects language, cognitive and narrative abilities in bilingual children. 209 Greek-English, Greek-German and Greek-Albanian… (more)

▼ The topic of the present dissertation is to investigate how bilingualism affects language, cognitive and narrative abilities in bilingual children. 209 Greek-English, Greek-German and Greek-Albanian bilingual children aged from 8 to 12 years old divided into two age groups (8-10 and 10-12 years old) took part in the study along with 100 monolingual Greek children. The children completed baseline and experimental tasks measuring their vocabulary, grammar, cognitive skills and narrative production abilities. Their ability to produce narrations while writing and speaking was measured using off-line methodology. A wealth of studies has investigated how the experience of being bilingual shapes our language and cognitive abilities and the way we produce narratives. In terms of their language abilities, bilingual children seem to have smaller vocabularies compared to their monolingual peers. However, the results of our research indicate that vocabulary acquisition by bilinguals in some groups is comparable to that of their monolingual peers, with the amount of input being the determining factor of vocabulary size. The grammatical abilities of bilingual children may differ from those of monolinguals depending on the grammatical structure tested (Marinis and Chondrogianni 2010), but the present research indicates that some groups of bilinguals are comparable to their monolingual peer, with Age of Onset of exposure to Greek and the level of their Greek vocabulary playing an important role. In terms of their cognitive abilities, there is conflicting evidence about whether or not bilingualism leads to advantages in Executive Functions, i.e. the cognitive processes responsible for goal-oriented behaviour, the capacity to think ahead, suppress impulses, and temporarily hold information. Many studies have shown that the systematic use of two languages leads to a bilingual advantage in cognitive control (Adesope, Lavin,Thompson and Ungerleider 2010), but not all studies have found this bilingual advantage (see, for instance, Namazi and Thordardottir 2010). Our research adds a new variable in this domain, since we provide evidence that better performance in cognitive skills is connected to the educational context which the bilingual child attends. Specifically, balanced exposure to the two languages within the framework of bilingual education and bi-literacy ensures better performance. In terms of the quality of bilingual children’s narrative production, a growing body of research has shown that narrative development is a lengthy process which continues well into school years and is closely related to discourse pragmatic development (Berman 2004). Narrative assessment is a highly contextualized task that can predict children’s literacy development (Bishop and Edmundson 1987). Within narrative abilities, a distinction is made between skills at the level of macrostructure, on the one hand, and microstructure on the other. Macrostructure refers to the global coherence of a story (e.g. Story Grammar and character reference), while…

Subjects/Keywords: Διγλωσσία; Bilingualism

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APA (6^th Edition):

Andreou, M. (2015). The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/36739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Andreou, Maria. “The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child.” 2015. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed February 17, 2020. http://hdl.handle.net/10442/hedi/36739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Andreou, Maria. “The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child.” 2015. Web. 17 Feb 2020.

Vancouver:

Andreou M. The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10442/hedi/36739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andreou M. The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. Available from: http://hdl.handle.net/10442/hedi/36739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

McGill University

9. Valji, Ayasha. Language Preference in Monolingual and Bilingual Infants.

Degree: MS, School of Communication Sciences and Disorders, 2004, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile161950.pdf

►

Note:

Monolingual infants have been shown to discriminate rhythmically different languages and to prefer their native language over an unfamiliar language. Such research with bilingual… (more)

▼

Note:

Monolingual infants have been shown to discriminate rhythmically different languages and to prefer their native language over an unfamiliar language. Such research with bilingual infants is extremely limited, but is necessary to determine if the pattern and rate of bilingual language acquisition parallels that of monolingual babies. The present study addressed this issue by comparing language preference in monolingual English, monolingual French, and bilingual English/French infants at 6- and 9-months of age.Infants listened to passages produced by several female talkers in three rhythmically different languages (English, French, Japanese). Listening preference was measured using a sequential preferential looking procedure. Unexpectedly, monolingual infants did not demonstrate a native language preference; however, the bilingual 9-month-olds preferred their native languages over a non-native language. This finding indicates that bilingual infants attend to language variation differently from monolinguals. This selective attention may serve to facilitate the simultaneous acquisition of two languages. […]

Il a été démontré que les poupons monolingues font une discrimination rythmique de différentes langues et qu'ils préfèrent leur langue maternelle a une langue qui ne leur est pas familière. De telles recherches auprès d'enfants bilingues sont extrêmement limitées, mais il est nécessaire de déterminer si le mode et la fréquence d'acquisition simultanée de deux langues permettent de faire une parallèle avec la perception des enfants monolingues. La présente étude désire aborder cette problématique en comparant la préférence de langage chez les bébés monolingues anglophones, les bébés monolingues francophones, et les bébés bilingues (anglais/français) âges de 6 mois et 9 mois. On présente aux poupons des extraits de discours émis par trois voix féminines dans trios langues aux rythmiques différentes (anglais, français, japonais). La préférence d’écoute fut mesurée par un procède séquentiel d'attention préférentielle. Contrairement ace qu'on pourrait s'attendre, les poupons monolingues ne démontrent pas une préférence pour leur langue maternelle; toutefois, les enfants bilingues âges de 9 mois ont préfère leurs langues maternelles à la langue non familière. Ces résultats indiquent que les enfants bilingues perçoivent différemment les variations de langage. Cette attention sélective pourrait servir à faciliter l’acquisition simultané de deux langues.

Advisors/Committee Members: Polka, Linda (Supervisor).

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Valji, A. (2004). Language Preference in Monolingual and Bilingual Infants. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile161950.pdf

Chicago Manual of Style (16^th Edition):

Valji, Ayasha. “Language Preference in Monolingual and Bilingual Infants.” 2004. Masters Thesis, McGill University. Accessed February 17, 2020. http://digitool.library.mcgill.ca/thesisfile161950.pdf.

MLA Handbook (7^th Edition):

Valji, Ayasha. “Language Preference in Monolingual and Bilingual Infants.” 2004. Web. 17 Feb 2020.

Vancouver:

Valji A. Language Preference in Monolingual and Bilingual Infants. [Internet] [Masters thesis]. McGill University; 2004. [cited 2020 Feb 17]. Available from: http://digitool.library.mcgill.ca/thesisfile161950.pdf.

Council of Science Editors:

Valji A. Language Preference in Monolingual and Bilingual Infants. [Masters Thesis]. McGill University; 2004. Available from: http://digitool.library.mcgill.ca/thesisfile161950.pdf

McGill University

10. Preston, Malcolm S. (Malcolm Sturgeon). Inter-lingual interference in a bilingual version of the Stroop color-word task.

Degree: PhD, Department of Psychology., 1966, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile72410.pdf

► The aim of the present experiments was to determine to what extent and under what conditions inter-lingual interference could be produced in the bilingual version… (more)

Subjects/Keywords: Bilingualism

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APA (6^th Edition):

Preston, M. S. (. S. (1966). Inter-lingual interference in a bilingual version of the Stroop color-word task. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile72410.pdf

Chicago Manual of Style (16^th Edition):

Preston, Malcolm S (Malcolm Sturgeon). “Inter-lingual interference in a bilingual version of the Stroop color-word task.” 1966. Doctoral Dissertation, McGill University. Accessed February 17, 2020. http://digitool.library.mcgill.ca/thesisfile72410.pdf.

MLA Handbook (7^th Edition):

Preston, Malcolm S (Malcolm Sturgeon). “Inter-lingual interference in a bilingual version of the Stroop color-word task.” 1966. Web. 17 Feb 2020.

Vancouver:

Preston MS(S. Inter-lingual interference in a bilingual version of the Stroop color-word task. [Internet] [Doctoral dissertation]. McGill University; 1966. [cited 2020 Feb 17]. Available from: http://digitool.library.mcgill.ca/thesisfile72410.pdf.

Council of Science Editors:

Preston MS(S. Inter-lingual interference in a bilingual version of the Stroop color-word task. [Doctoral Dissertation]. McGill University; 1966. Available from: http://digitool.library.mcgill.ca/thesisfile72410.pdf

Universidade Nova

11. Grigor, Iuliia. The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study.

Degree: 2012, Universidade Nova

URL: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077

►

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtençao do grau de Mestre em Didáctica do Inglês,

In the modern scientific world, linguists… (more)

Subjects/Keywords: Bilingualism; Bilinguals

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grigor, I. (2012). The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grigor, Iuliia. “The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study.” 2012. Thesis, Universidade Nova. Accessed February 17, 2020. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grigor, Iuliia. “The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study.” 2012. Web. 17 Feb 2020.

Vancouver:

Grigor I. The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study. [Internet] [Thesis]. Universidade Nova; 2012. [cited 2020 Feb 17]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grigor I. The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study. [Thesis]. Universidade Nova; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/12077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Binks, Hanna. Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers.

Degree: PhD, 2017, Bangor University

URL: https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188

► Previous research has identified linguistic differences within Welsh-English bilingual children from predominantly English homes and homes where both Welsh and English were spoken are found… (more)

Subjects/Keywords: 370; Bilingualism

10 more images…

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APA (6^th Edition):

Binks, H. (2017). Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers. (Doctoral Dissertation). Bangor University. Retrieved from https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188

Chicago Manual of Style (16^th Edition):

Binks, Hanna. “Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers.” 2017. Doctoral Dissertation, Bangor University. Accessed February 17, 2020. https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188.

MLA Handbook (7^th Edition):

Binks, Hanna. “Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers.” 2017. Web. 17 Feb 2020.

Vancouver:

Binks H. Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers. [Internet] [Doctoral dissertation]. Bangor University; 2017. [cited 2020 Feb 17]. Available from: https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188.

Council of Science Editors:

Binks H. Investigating the bilingual 'catch-up' in Welsh-English blingual teenagers. [Doctoral Dissertation]. Bangor University; 2017. Available from: https://research.bangor.ac.uk/portal/en/theses/investigating-the-bilingual-catchup-in-welshenglish-bilingual-teenagers(daa5f7f6-4dcb-49dc-bc7c-181e7baba78d).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760188

University of Debrecen

13. Gyurkó, Zsófia. Language Use of Some Bilingual Children in Hungary .

Degree: DE – Bölcsészettudományi Kar, 2014, University of Debrecen

URL: http://hdl.handle.net/2437/192217

A brief summary about bilingualism and the examination of several bilingual children living in Hungary. Advisors/Committee Members: Rákosi, György (advisor).

Subjects/Keywords: linguistics; bilingualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gyurkó, Z. (2014). Language Use of Some Bilingual Children in Hungary . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/192217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gyurkó, Zsófia. “Language Use of Some Bilingual Children in Hungary .” 2014. Thesis, University of Debrecen. Accessed February 17, 2020. http://hdl.handle.net/2437/192217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gyurkó, Zsófia. “Language Use of Some Bilingual Children in Hungary .” 2014. Web. 17 Feb 2020.

Vancouver:

Gyurkó Z. Language Use of Some Bilingual Children in Hungary . [Internet] [Thesis]. University of Debrecen; 2014. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/2437/192217.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gyurkó Z. Language Use of Some Bilingual Children in Hungary . [Thesis]. University of Debrecen; 2014. Available from: http://hdl.handle.net/2437/192217

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

14. Pere, Brigitta. The Benefits of Bilingualism Over Monolingualism in Intellectual Growth .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/156257

► The thesis attempts to highlight the intellectual difference between bilingual and monolingual individuals. It consists of two main parts: (1) a literature review defining bilingualism,… (more)

Subjects/Keywords: bilingualism; monolingualism

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APA (6^th Edition):

Pere, B. (2013). The Benefits of Bilingualism Over Monolingualism in Intellectual Growth . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/156257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pere, Brigitta. “The Benefits of Bilingualism Over Monolingualism in Intellectual Growth .” 2013. Thesis, University of Debrecen. Accessed February 17, 2020. http://hdl.handle.net/2437/156257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pere, Brigitta. “The Benefits of Bilingualism Over Monolingualism in Intellectual Growth .” 2013. Web. 17 Feb 2020.

Vancouver:

Pere B. The Benefits of Bilingualism Over Monolingualism in Intellectual Growth . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/2437/156257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pere B. The Benefits of Bilingualism Over Monolingualism in Intellectual Growth . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/156257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

15. Hoffmann, Judit. The English Face of Québec Through Language .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/171477

► The unique situation of Québec is the main focus of my thesis with its most important laws, languages, ideologies and needs. Ramsay Cook uses the… (more)

Subjects/Keywords: multiculturalism; bilingualism

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APA (6^th Edition):

Hoffmann, J. (2013). The English Face of Québec Through Language . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hoffmann, Judit. “The English Face of Québec Through Language .” 2013. Thesis, University of Debrecen. Accessed February 17, 2020. http://hdl.handle.net/2437/171477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hoffmann, Judit. “The English Face of Québec Through Language .” 2013. Web. 17 Feb 2020.

Vancouver:

Hoffmann J. The English Face of Québec Through Language . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/2437/171477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoffmann J. The English Face of Québec Through Language . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

16. Huijsman, Michele. Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers.

Degree: 2019, Leiden University

URL: http://hdl.handle.net/1887/77146

► This thesis will test the hypothesis that Turkish- Dutch teenagers and Dutch English as a second learner teenagers, code-switch back to their first language, Turkish… (more)

▼ This thesis will test the hypothesis that Turkish- Dutch teenagers and Dutch English as a second learner teenagers, code-switch back to their first language, Turkish or Dutch when they are expressing the emotions ‘anger’ and ‘happiness’ in Dutch (second language for the Turkish-Dutch teenagers) or English (second language for the Turkish- Dutch teenagers, but third language for the Turkish- Dutch teenagers). According to scholars like Dewaele and Pavlenko among others, the first language is more encoded in the bilingual’s memory and that the first language feels more vivid and natural to the bilingual participant or the second language learner, therefore they codeswitch back to their first language when they are expressing strong emotions such as ‘anger’(Dewaele 119). However, there are also participants from Pavlenko’s study who claim to express their emotions in their second language, because it is the language of self-control. In order to test the hypothesis, 16 Turkish- Dutch participants and 16 Dutch participants, who varied between the ages twelve till twenty-one, had to fill in a survey, which contains questions about language exposure and language use. The survey also contains indirect questions about social- economic status. After the survey the participants were asked to do a role-play in either Dutch or English. They were randomly given a cartoon, which contains animals who were either best friends or complete strangers to each other, the cartoon had either a good end or unhappy end. The participants were audio-recorded and these audio recordings were transcribed word for word. Later on, they received a qualitrics link to fill in a final survey for a follow up study. The results of the survey, transcribed conversations and the follow up study were analysed on the base of sex, age, and ethnicity. Due to the experimental setting, the hypothesis could not be confirmed. Advisors/Committee Members: Grijzenhout, Janet (advisor).

Subjects/Keywords: emotions; bilingualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Huijsman, M. (2019). Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/77146

Chicago Manual of Style (16^th Edition):

Huijsman, Michele. “Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers.” 2019. Masters Thesis, Leiden University. Accessed February 17, 2020. http://hdl.handle.net/1887/77146.

MLA Handbook (7^th Edition):

Huijsman, Michele. “Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers.” 2019. Web. 17 Feb 2020.

Vancouver:

Huijsman M. Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1887/77146.

Council of Science Editors:

Huijsman M. Emotionally Speaking: Expressing anger or Happiness in Dutch or English by Turkish-Dutch bilingual teenagers and ESL Dutch teenagers. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/77146

17. Li, Yang. A three-dimensional approach to time conceptualization in Chinese-English bilinguals.

Degree: PhD, 2019, Bangor University

URL: https://research.bangor.ac.uk/portal/en/theses/a-threedimensional-approach-to-time-conceptualization-in-chineseenglish-bilinguals(c78b743f-a775-499b-852e-7e856d304058).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787501

► The linguistic relativity hypothesis proposes that the language we speak affects the way we perceive the world (Whorf, 1956). This hypothesis is at the origin… (more)

▼ The linguistic relativity hypothesis proposes that the language we speak affects the way we perceive the world (Whorf, 1956). This hypothesis is at the origin of a vigorous debate amongst philosophers, linguists, psychologists, and more recently cognitive neuroscientists: Does language shape thought? In the work presented here, we have chosen to investigate language-time conceptualisation relationships in bilinguals whose two languages refer to time differently. After reviewing key aspects of the literature and summarising recent findings of experiments that have tested linguistic relativity predictions, I present four experimental studies using event-related brain potentials to test cross-language grammatical and lexical influences on time conceptualisation in highly proficient Chinese-English bilinguals and native English controls. In Study 1, we set out to characterise how native speakers of Mandarin Chinese - a tenseless language - deal with reference time misalignments conveyed by tense in English. Participants made acceptability judgements of sentences in which the adjunct clause started with the connective 'after' and was either temporally aligned or not with the tensed verb of the main clause. Chinese participants' data lacked an N400 ERP effect that we had observed in their English native peers, suggesting that they experience difficulties locating events on a timeline when temporal information is conveyed by tense. In Study 2, we asked Chinese-English bilinguals to pay direct attention to temporal information conveyed by tense in order to test whether they have a different conceptualisation of the recent past when reading in English. For instance, the sentence "*After she has worked in this hospital for ten years, she retired to Spain" features a time clash because an event situated in the past cannot follow a just-completed event. Although bilinguals could detect such clashes just like native English controls, the expected N400 modulation was entirely absent in their data. Despite their mastery of English grammatical rules, Chinese-English bilinguals thus failed to conceptually distinguish past and recent past on the basis of tense. In a further two studies, we turned to vocabulary differences between Chinese and English to see whether specific expressions of Chinese can selectively shape time conceptualisation. In Study 3, we focussed on Chinese spatiotemporal metaphors that are inconsistent with the future-infront convention of time representation. We tested temporal conceptualisation along the sagittal axis using stimuli -days of the week and years- played through loudspeakers that were physically located in the front or the back of participants. Brain activity revealed interference when space-time combinations clashed with spatiotemporal metaphors, but, surprisingly, only when participants operated in English, showing that time conceptualisation can selectively affect the second language. In Study 4, we tested the controversial claim that Chinese organises time along the vertical axis. We adapted the…

Subjects/Keywords: bilingualism; linguistic relativity; ERP; Chinese-English bilingualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Li, Y. (2019). A three-dimensional approach to time conceptualization in Chinese-English bilinguals. (Doctoral Dissertation). Bangor University. Retrieved from https://research.bangor.ac.uk/portal/en/theses/a-threedimensional-approach-to-time-conceptualization-in-chineseenglish-bilinguals(c78b743f-a775-499b-852e-7e856d304058).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787501

Chicago Manual of Style (16^th Edition):

Li, Yang. “A three-dimensional approach to time conceptualization in Chinese-English bilinguals.” 2019. Doctoral Dissertation, Bangor University. Accessed February 17, 2020. https://research.bangor.ac.uk/portal/en/theses/a-threedimensional-approach-to-time-conceptualization-in-chineseenglish-bilinguals(c78b743f-a775-499b-852e-7e856d304058).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787501.

MLA Handbook (7^th Edition):

Li, Yang. “A three-dimensional approach to time conceptualization in Chinese-English bilinguals.” 2019. Web. 17 Feb 2020.

Vancouver:

Li Y. A three-dimensional approach to time conceptualization in Chinese-English bilinguals. [Internet] [Doctoral dissertation]. Bangor University; 2019. [cited 2020 Feb 17]. Available from: https://research.bangor.ac.uk/portal/en/theses/a-threedimensional-approach-to-time-conceptualization-in-chineseenglish-bilinguals(c78b743f-a775-499b-852e-7e856d304058).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787501.

Council of Science Editors:

Li Y. A three-dimensional approach to time conceptualization in Chinese-English bilinguals. [Doctoral Dissertation]. Bangor University; 2019. Available from: https://research.bangor.ac.uk/portal/en/theses/a-threedimensional-approach-to-time-conceptualization-in-chineseenglish-bilinguals(c78b743f-a775-499b-852e-7e856d304058).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787501

Texas A&M University

18. Yulia, Astri. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149440

► The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To… (more)

▼ The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To explore the potential predictors of English reading achievement among bi/multilinguals, the study included literacy related resource, family socio-economic status (SES), and immigration status as constructs for family background; while for home language factors, the study looked at the orthography of home language, language preference, and multilingualism. Additionally, the study assessed the roles of school level factors (i.e., low SES students and English language learners in school) on school reading performance. The International Association for Evaluation of Educational Achievement?s Progress in International Reading Literacy Study (IEA ? PIRLS, 2006) data of Singaporean fourth grade students were used. The data were potentially nested, therefore, the models formulated in this study had multilevel structures, student- and school-levels. The results indicated that number of children?s books at home was the strongest predictor among other family background variables including parental education. However, having children?s books in English had a very small influence on English reading scores of the bi/multilingual students. More interestingly, the study found that parental immigration status did not influence students? English reading scores. Looking at home language factors, the study found that the orthography of home language linked to English reading. Importantly, the study found that Malay language, which shares the same orthography with English (i.e., alphabetic), showed the strongest link to the students? English reading achievement. Other variables of home language did not significantly predict English reading after controlling for parental education. Advisors/Committee Members: Joshi, R M (advisor), Thompson, Bruce (committee member), Smith, Dennie (committee member), McTigue, Erin (committee member).

Subjects/Keywords: Bilingualism; Reading Achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yulia, A. (2013). Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Thesis, Texas A&M University. Accessed February 17, 2020. http://hdl.handle.net/1969.1/149440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Web. 17 Feb 2020.

Vancouver:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.1/149440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

19. 蕭狄詩; Siu, Tik-sze, Carrey. Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students.

Degree: PhD, 2015, University of Hong Kong

URL: Siu, T. C. [蕭狄詩]. (2015). Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5610969 ; http://hdl.handle.net/10722/221221

► The ever-growing bilingual population worldwide has fuelled research on how a first (L1) and a second (L2) language interact to affect bilinguals’ language and reading… (more)

▼ The ever-growing bilingual population worldwide has fuelled research on how a first (L1) and a second (L2) language interact to affect bilinguals’ language and reading acquisition. The present thesis centred on bilinguals’ syntactic skills in L1 Chinese and in typologically distant L2 English, and their cross-language interactions with reading development. Study 1 was a two-year longitudinal study in which 198 grade 1 and 203 grade 3 Hong Kong Chinese-English bilinguals participated. The children were assessed on syntactic skills and reading comprehension in Chinese and in English, nonverbal intelligence, working memory, language-related skills, and were re-tested after one year. Study 1A primarily examined the contrasting roles of morphosyntactic and word order skills in Chinese and English reading across grades. Hierarchical regression analyses revealed that reading comprehension was differentially dependent on the two syntactic skills across ages and languages. Word order, relative to morphosyntactic skill, was critical to text comprehension at an earlier time. Word order was also more important to reading in Chinese, whereas reading in English gradually relied more on morphosyntactic skill. Study 1B used structural equation modelling to study the cross-language relationships. Mediation analyses showed that L1 Chinese syntactic skills cross-linguistically predicted L2 English reading comprehension over time; this prospective association was largely mediated by L2 English syntactic skills among the fourth graders. Further analyses suggested that word order skill was more transfer-ready than morphosyntactic skill, indicating an effect of linguistic distance upon language transfer. Beyond a mere cross-language syntactic transfer, Study 2 was designed to examine if bilinguals’ dual-language experience fostered further syntactic advancement via enhancing sensitivity to underlying syntactic structures. Participants in Study 2 comprised three age cohorts, including 69 primary school children, 56 secondary school adolescents, and 73 undergraduate adults. They were tested on morphosyntactic skill, word order skill, artificial syntax learning, and general cognitive abilities. Across the three cohorts, the Chinese-English bilinguals performed better than their English monolingual peers in acquiring a novel syntax and processing morphosyntax specific to English. The bilingual adults also performed better than their monolingual peers in manipulating language-specific word order. Moreover, the adolescent and adult bilinguals were also assessed on analogical reasoning; the bilinguals who were more skilled at abstracting similarities and differences between structures were generally superior in learning the new syntactic patterns and processing language-specific word order. Study 2 thus supports the structural sensitivity hypothesis that bilinguals’ advantage is not confined to knowledge and strategies specific to the additional language, but constitutes a more abstract representation of underlying linguistic structures…

Subjects/Keywords: Bilingualism; Language acquisition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

蕭狄詩; Siu, Tik-sze, C. (2015). Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. (Doctoral Dissertation). University of Hong Kong. Retrieved from Siu, T. C. [蕭狄詩]. (2015). Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5610969 ; http://hdl.handle.net/10722/221221

Chicago Manual of Style (16^th Edition):

蕭狄詩; Siu, Tik-sze, Carrey. “Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed February 17, 2020. Siu, T. C. [蕭狄詩]. (2015). Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5610969 ; http://hdl.handle.net/10722/221221.

MLA Handbook (7^th Edition):

蕭狄詩; Siu, Tik-sze, Carrey. “Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students.” 2015. Web. 17 Feb 2020.

Vancouver:

蕭狄詩; Siu, Tik-sze C. Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2020 Feb 17]. Available from: Siu, T. C. [蕭狄詩]. (2015). Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5610969 ; http://hdl.handle.net/10722/221221.

Council of Science Editors:

蕭狄詩; Siu, Tik-sze C. Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Siu, T. C. [蕭狄詩]. (2015). Development of syntactic skills in relation to reading acquisition among Chinese-English bilingual students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5610969 ; http://hdl.handle.net/10722/221221

University of Arizona

20. Bell, Elise Adrienne. Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals .

Degree: 2018, University of Arizona

URL: http://hdl.handle.net/10150/630174

► This dissertation investigates the production and perception of Welsh vowels by a population of Welsh-Spanish bilinguals in Argentina. As one of only two Welsh speaking… (more)

▼ This dissertation investigates the production and perception of Welsh vowels by a population of Welsh-Spanish bilinguals in Argentina. As one of only two Welsh speaking communities in the world, the Argentinean Welsh community provides an unique opportunity to compare the extent and nature of cross-linguistic interference from two different majority languages (Spanish and English) on a single minority language: Welsh. Welsh is spoken in Argentina primarily by descendants of 19th century Welsh colonists who settled in southern Argentina, all of whom are bilingual with Spanish, just as all adult Welsh speakers in Wales are bilingual with English. The three articles comprising the dissertation build on each other to describe the current state of cross-linguistic interference in Welsh today, focusing particularly on the variety spoken in Argentina. The first article compares the vocalic systems of two major dialects of Welsh (one spoken in Wales and one in Argentina) and seeks to determine how much of the difference between the two dialects is attributable to cross-linguistic interference from Spanish (on the dialect spoken in Argentina), as opposed to English (on the dialect spoken in Wales). The second article assesses the relationship between vowel perception and vowel production by Welsh-Spanish bilinguals, focusing on the hypothesis that cross-linguistic interference from Spanish affects which Welsh vowel contrasts are most challenging for Welsh-Spanish bilinguals to produce and perceive. The third article continues the discussion of Welsh vowel perception, determining that the acoustic cues used in Welsh vowel identification by Welsh-Spanish bilinguals are affected by relative experience with Welsh and Spanish. Together, the three articles document the vocalic system of Argentinean Welsh and demonstrate that differences between this dialect and others spoken by Welsh-English bilinguals can be attributed to differences in the extent and nature of cross-linguistic interference from Spanish on the vocalic system of Welsh. Advisors/Committee Members: Hammond, Michael (advisor), Warner, Natasha (committeemember), Simonet, Miquel (committeemember).

Subjects/Keywords: bilingualism; phonetics; Welsh

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bell, E. A. (2018). Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/630174

Chicago Manual of Style (16^th Edition):

Bell, Elise Adrienne. “Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals .” 2018. Doctoral Dissertation, University of Arizona. Accessed February 17, 2020. http://hdl.handle.net/10150/630174.

MLA Handbook (7^th Edition):

Bell, Elise Adrienne. “Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals .” 2018. Web. 17 Feb 2020.

Vancouver:

Bell EA. Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10150/630174.

Council of Science Editors:

Bell EA. Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/630174

University of Debrecen

21. Kissné Szigetvári, Barbara. The Effectiveness of Early Bilingual Education in a Foreign Language Environment .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/159239

► The aim of my dissertation is to emphasise the significance of early second language learning in Hungary. I would like to demonstrate that bilingual education… (more)

Subjects/Keywords: bilingualism; immersion programme

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APA (6^th Edition):

Kissné Szigetvári, B. (2013). The Effectiveness of Early Bilingual Education in a Foreign Language Environment . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/159239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kissné Szigetvári, Barbara. “The Effectiveness of Early Bilingual Education in a Foreign Language Environment .” 2013. Thesis, University of Debrecen. Accessed February 17, 2020. http://hdl.handle.net/2437/159239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kissné Szigetvári, Barbara. “The Effectiveness of Early Bilingual Education in a Foreign Language Environment .” 2013. Web. 17 Feb 2020.

Vancouver:

Kissné Szigetvári B. The Effectiveness of Early Bilingual Education in a Foreign Language Environment . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/2437/159239.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kissné Szigetvári B. The Effectiveness of Early Bilingual Education in a Foreign Language Environment . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/159239

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

22. Haase, Zsófia. Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/171497

► Bearing the up-to-dateness of the topic in mind, the present study deals with the topic of bilingual language acquisition in Hungarian-English families in a Hungarian… (more)

Subjects/Keywords: bilingualism; language acquisition

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APA (6^th Edition):

Haase, Z. (2013). Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Haase, Zsófia. “Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment .” 2013. Thesis, University of Debrecen. Accessed February 17, 2020. http://hdl.handle.net/2437/171497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Haase, Zsófia. “Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment .” 2013. Web. 17 Feb 2020.

Vancouver:

Haase Z. Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/2437/171497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haase Z. Bilingual Language Acquisition in Hungarian-English Families in A Hungarian Environment . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

23. Zavaleta, Kaitlyn Leigh. The Role of Executive Control in Language Learning .

Degree: 2014, University of Arizona

URL: http://hdl.handle.net/10150/332902

► This dissertation examines whether enhanced executive function plays a role in successful second language acquisition (SLA). Specifically, I examine learners’ performance in language learning tasks… (more)

▼ This dissertation examines whether enhanced executive function plays a role in successful second language acquisition (SLA). Specifically, I examine learners’ performance in language learning tasks and in three tasks argued to reflect components of Miyake et al.’s (2000) model of executive control. Many studies in the past decade have claimed to find superior performance in executive control tasks by lifelong bilinguals (e.g., Bialystok, 2011). There is also research that supports a relationship between bilingualism and success in third language acquisition (TLA) (e.g., Kaushanskaya & Marian, 2009). The purpose of the present research is to explore whether an advantage in learning an additional language might be due to enhanced executive function. If enhanced executive function aids language learning, then I expect to find a significant correlation between performance on a language learning task and performance on executive function tasks, even for learners without a history of bilingualism. In this dissertation, I first describe the literature that examines the variables that support SLA, as well as research showing a bilingual advantage in executive function. Next I present empirical studies I conducted in which monolinguals, language learners, and bilinguals were taught novel words in an unfamiliar language (Turkish) and completed a series of language learning and executive function tasks, as well as another study in which language learners and bilinguals currently enrolled in a second language course were tested in the same tasks. Results show some group effects for executive function and language learning tasks, but the results are not consistent with previous research. Furthermore, the relationship between executive function skills and language learning success is complex and inconsistent, suggesting that further research is needed. Advisors/Committee Members: Nicol, Janet L (advisor), Nicol, Janet L. (committeemember), Forster, Kenneth I. (committeemember), Allen, John (committeemember), Ecke, Peter (committeemember), DeDe, Gayle (committeemember).

Subjects/Keywords: SLA; Psychology; Bilingualism

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APA (6^th Edition):

Zavaleta, K. L. (2014). The Role of Executive Control in Language Learning . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/332902

Chicago Manual of Style (16^th Edition):

Zavaleta, Kaitlyn Leigh. “The Role of Executive Control in Language Learning .” 2014. Doctoral Dissertation, University of Arizona. Accessed February 17, 2020. http://hdl.handle.net/10150/332902.

MLA Handbook (7^th Edition):

Zavaleta, Kaitlyn Leigh. “The Role of Executive Control in Language Learning .” 2014. Web. 17 Feb 2020.

Vancouver:

Zavaleta KL. The Role of Executive Control in Language Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10150/332902.

Council of Science Editors:

Zavaleta KL. The Role of Executive Control in Language Learning . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/332902

University of Waikato

24. Puniani, Talaifina Monalisa. The language environment of primary school aged children in Tonga: A case study of 4 children .

Degree: 2017, University of Waikato

URL: http://hdl.handle.net/10289/11362

► The Ministry of Education and Training in Tonga’s direction for its language policy has recently changed and at present, all the local schools are expected… (more)

▼ The Ministry of Education and Training in Tonga’s direction for its language policy has recently changed and at present, all the local schools are expected to implement effectively the new language policy that was in place in the early 2000’s. Under the UNESCO and the World Bank’s influence, the new language policy articulates the teaching of children from an early age in their local vernacular to establish literacy in the first language before the introduction of English at Class 3 of the primary school level. This study was conducted in light of this new policy, to explore from a primary school in Tonga the language environments that children experience to identify whether or not the language input they receive is sufficient for balanced bilingualism to be supported. The study also was a way to explore children’s understanding of their language environment and choices. It was a way to help out parents and teachers understand the kind of language environment that fosters balanced bilinguals. The scope of this study, being a Master’s thesis, allowed me to use a case study for this research. Four participants from a primary school in Tonga was used for collection of the data. The research took on a qualitative approach with data being generated using two main methods: field observations (both in the classroom and at home) and a focus group interview. The data generated from these methods captured what was observed in the participant’s natural environment setting (i.e. the classroom and at home) which included what language is used, who said it and to whom, the activities that were done during the use of language (i.e. what the participants did). The data also provided the childrens’ own views of their language choices without the influence of adults to think for them. It was apparent from the research that although the language policy in place was affirmative of students being bilinguals, there was a huge gap that student participants were experiencing with their language input especially with the use of English and with being given the opportunities to use language to ensure that they have learnt and mastered the input they have received. Both the observations and the focus group identified the dominance of the teacher in the classroom and the very few chances of input for students especially on their L2 and especially the opportunity to practice and use both the Tongan and the English language. The research therefore has indicated the fact that while teachers are indeed following part of the prescription of the language policy in Tonga in terms of exposing and establishing a firm foundation on the children at an early age to Tongan, they are not following it with respect to providing English input. The research hence suggests some implications not just for teachers but for the education system to address because there is a crucial need for all parties involved (administration, teachers, parents and students) to work collaboratively to identify and to address and improve the quantity and the quality of language… Advisors/Committee Members: Franken, Margaret (advisor).

Subjects/Keywords: language input; bilingualism

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APA (6^th Edition):

Puniani, T. M. (2017). The language environment of primary school aged children in Tonga: A case study of 4 children . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11362

Chicago Manual of Style (16^th Edition):

Puniani, Talaifina Monalisa. “The language environment of primary school aged children in Tonga: A case study of 4 children .” 2017. Masters Thesis, University of Waikato. Accessed February 17, 2020. http://hdl.handle.net/10289/11362.

MLA Handbook (7^th Edition):

Puniani, Talaifina Monalisa. “The language environment of primary school aged children in Tonga: A case study of 4 children .” 2017. Web. 17 Feb 2020.

Vancouver:

Puniani TM. The language environment of primary school aged children in Tonga: A case study of 4 children . [Internet] [Masters thesis]. University of Waikato; 2017. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10289/11362.

Council of Science Editors:

Puniani TM. The language environment of primary school aged children in Tonga: A case study of 4 children . [Masters Thesis]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11362

University of Houston

25. Rincon, Cristina. A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation.

Degree: Communication Sciences and Disorders, Department of, 2017, University of Houston

URL: http://hdl.handle.net/10657/1881

► Bilingual Spanish-English (SE) children who do not stutter (CWNS) are known to exceed the diagnostic criteria for developmental stuttering based on monolingual English speakers. Therefore,… (more)

Subjects/Keywords: fluency; stuttering; bilingualism

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APA (6^th Edition):

Rincon, C. (2017). A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1881

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rincon, Cristina. “A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation.” 2017. Thesis, University of Houston. Accessed February 17, 2020. http://hdl.handle.net/10657/1881.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rincon, Cristina. “A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation.” 2017. Web. 17 Feb 2020.

Vancouver:

Rincon C. A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation. [Internet] [Thesis]. University of Houston; 2017. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10657/1881.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rincon C. A Comparison of Speech Disfluencies in Bilingual Spanish-English Children Who Do and Do Not Stutter: A Preliminary Investigation. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1881

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

San Jose State University

26. Luo, Tianyu. Mental Arithmetic across Three Language Groups.

Degree: MA, Psychology, 2012, San Jose State University

URL: https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200

► Mental arithmetic performance was investigated among three language groups (English monolinguals, Chinese-English bilinguals, and Spanish-English bilinguals). Participants solved both small and large numerosity arithmetic… (more)

Subjects/Keywords: bilingualism; mental arithmetic

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APA (6^th Edition):

Luo, T. (2012). Mental Arithmetic across Three Language Groups. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200

Chicago Manual of Style (16^th Edition):

Luo, Tianyu. “Mental Arithmetic across Three Language Groups.” 2012. Masters Thesis, San Jose State University. Accessed February 17, 2020. https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200.

MLA Handbook (7^th Edition):

Luo, Tianyu. “Mental Arithmetic across Three Language Groups.” 2012. Web. 17 Feb 2020.

Vancouver:

Luo T. Mental Arithmetic across Three Language Groups. [Internet] [Masters thesis]. San Jose State University; 2012. [cited 2020 Feb 17]. Available from: https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200.

Council of Science Editors:

Luo T. Mental Arithmetic across Three Language Groups. [Masters Thesis]. San Jose State University; 2012. Available from: https://doi.org/10.31979/etd.8zww-yde3 ; https://scholarworks.sjsu.edu/etd_theses/4200

Rutgers University

27. Lingwall Odio, Anne, 1986-. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.

Degree: PhD, Spanish, 2018, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/

►

This dissertation investigates patterns of grammatical acceptability of copular verbs in obligatory contexts among Spanish monolingual and Spanish-English bilingual children. In Spanish, ser must be… (more)

▼

This dissertation investigates patterns of grammatical acceptability of copular verbs in obligatory contexts among Spanish monolingual and Spanish-English bilingual children. In Spanish, ser must be paired with a DP complement and estar with an adjectival passive. I question whether the two populations of speakers will demonstrate similar patterns of acceptability with the copulas, and whether or not each group’s pattern changes as the children age. I also investigate the potential effect of initial age of onset to English as a contributing factor in the bilingual speakers’ patterns of acceptability. Two experimental measures were created to empirically test these questions, a forced-choice, grammaticality judgment task (Unsworth, 2014) and a ternary-Likert acceptability judgment task (Katsos and Bishop, 2011). There were 91 participants in this dissertation study (57 Spanish monolingual speakers (4;6-10;9, M = 7;6) and 34 Spanish-English bilingual speakers (4;6-12;2, M = 8;5) with 13 adult, Spanish-dominant controls. Results from the two experimental tasks show that monolingual and bilingual children differ in their patterns of acceptability of ser and estar with obligatory predicates. From the earliest age of testing, monolingual children are shown to accept ser with DPs and estar with adjectival passives but older participants continue to demonstrate variability in their acceptability of estar + adjectival passives. Bilingual children also show high levels of acceptability of grammatical ser and estar with their complements from the earliest age of testing, with increased acceptability of ser + DP with age. Both younger and older bilingual children show similar variability with estar + adjectival passives, demonstrating a preference for overgeneralization of ser in these cases. The present research did not reveal robust findings due to the initial age of onset among the bilingual speakers. The results from the two tasks provide a baseline of data highlighting the differences in acceptability between two populations of child Spanish speakers, as well as a locus for overgeneralization of the copulas, based on their underlying linguistic structure.

Advisors/Committee Members: Sanchez, Liliana (chair), Austin, Jennifer (co-chair), Camacho, Jose (internal member), Syrett, Kristen (outside member), School of Graduate Studies.

Subjects/Keywords: Bilingualism in children

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APA (6^th Edition):

Lingwall Odio, Anne, 1. (2018). Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57650/

Chicago Manual of Style (16^th Edition):

Lingwall Odio, Anne, 1986-. “Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.” 2018. Doctoral Dissertation, Rutgers University. Accessed February 17, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/57650/.

MLA Handbook (7^th Edition):

Lingwall Odio, Anne, 1986-. “Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar.” 2018. Web. 17 Feb 2020.

Vancouver:

Lingwall Odio, Anne 1. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2020 Feb 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/.

Council of Science Editors:

Lingwall Odio, Anne 1. Grammatical acceptability among Spanish monolingual and Spanish-English bilingual children: the acquisition of ser and estar. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57650/

Macquarie University

28. Nair, Vishnu Kaleeckal Krishnankutty. Effects of bilingualism on cognitive-linguistic abilities.

Degree: 2015, Macquarie University

URL: http://hdl.handle.net/1959.14/1075031

►

Theoretical thesis.

Chapter 1. Introduction – Chapter 2. Effect of socio-economic status on cognitive control in non-literate bilingual speakers – Chapter 3. Recognition of sentences… (more)

▼

Theoretical thesis.

Chapter 1. Introduction – Chapter 2. Effect of socio-economic status on cognitive control in non-literate bilingual speakers – Chapter 3. Recognition of sentences in noise : is there a bilingual disadvantage? – Chapter 4. Consequences of late-bilingualism for novel word learning : evidence from Tamil-English bilingual speakers – Chapter 5. Understanding bingual word learning : the role of phonotactic probability and neighbourhood density – Chapter 6. Summary and conclusions.

This thesis examines the effects of bilingalism on three key areas of cognition and language - cognitive control, sentence recognition and word learning. The first study investigated the effect of socio-economic status on bilingual cognitive control. Previous studies have suggested that the advantages shown by bilinguals on some cognitive tasks may be associated with higher socio-economic status. We therefore explored this issue in bilingual and monolingual illterates of lower socio-economic status. We administered two cognitive control tasks: the Simon task and the Attentional Network task. The results showed that bilinguals were faster overall than monolinguals for both tasks : a global bilingual advantage. The finding of a bilingual advantage even for individuals of comparable lower socio-economic status confirms that these advantages are not due to a confound with higher socio-economic status.

In the second study, we examined the effect of bilingualism in linguistic domain. More specifically, we explored whether bilingualism is associated with a sentence recognition cost in even the native language. We tested sentence recognition abilities in bilinguals and monolinguals in the presence of a non-linguistic distractor (background noise). Our results indicated similar sentence recognition accuracy for bilinguals and monolinguals when the sentences were presented in quiet conditions and even when presented in noise.

The final two studies in the thesis examined whether the positive effects of bilingualism extend to benefit language learning. We investigated language learning using a novel word learning task. In the third study, novel word learning abilities in late bilinguals were compared with early bilinguals and monolinguals to see if a delayed onset age of second language acquisition also results in a bilingual advantage. Although we found an overall advantage for early bilinguals, critically, we also found a learning advantage for late bilinguals compared to monolinguals. This suggests that although age of acquisition of a second langauge has an impact on word learning abilities, second language acquisition also seems to modulate the late bilinguals' ability for word learning.

In the final study, we examined the specific mechanisms that drive the advantages of bilingual speakers for novel word learning. We specifically manipulated the phonotactic probability and phonological neighbourhood density of the novel words to see if bilingual advantages are influenced by these properties. We found a…

Advisors/Committee Members: Macquarie University. Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders.

Subjects/Keywords: Bilingualism – Psychological aspects; Bilingualism – Ability testing; bilingualism; word learning; cognitive control

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APA (6^th Edition):

Nair, V. K. K. (2015). Effects of bilingualism on cognitive-linguistic abilities. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1075031

Chicago Manual of Style (16^th Edition):

Nair, Vishnu Kaleeckal Krishnankutty. “Effects of bilingualism on cognitive-linguistic abilities.” 2015. Doctoral Dissertation, Macquarie University. Accessed February 17, 2020. http://hdl.handle.net/1959.14/1075031.

MLA Handbook (7^th Edition):

Nair, Vishnu Kaleeckal Krishnankutty. “Effects of bilingualism on cognitive-linguistic abilities.” 2015. Web. 17 Feb 2020.

Vancouver:

Nair VKK. Effects of bilingualism on cognitive-linguistic abilities. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1959.14/1075031.

Council of Science Editors:

Nair VKK. Effects of bilingualism on cognitive-linguistic abilities. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1075031

University of Dundee

29. Jacob, Gunnar. The role of the native language in second-language syntactic processing.

Degree: PhD, 2009, University of Dundee

URL: http://hdl.handle.net/10588/96e916bb-3158-4efa-805d-35aa8b123aad

► The present thesis investigates in how properties of a reader’s first language (L1) have an influence on syntactic processing in a second language (L2). While… (more)

Subjects/Keywords: Second-language processing; Syntax; Bilingualism

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APA (6^th Edition):

Jacob, G. (2009). The role of the native language in second-language syntactic processing. (Doctoral Dissertation). University of Dundee. Retrieved from http://hdl.handle.net/10588/96e916bb-3158-4efa-805d-35aa8b123aad

Chicago Manual of Style (16^th Edition):

Jacob, Gunnar. “The role of the native language in second-language syntactic processing.” 2009. Doctoral Dissertation, University of Dundee. Accessed February 17, 2020. http://hdl.handle.net/10588/96e916bb-3158-4efa-805d-35aa8b123aad.

MLA Handbook (7^th Edition):

Jacob, Gunnar. “The role of the native language in second-language syntactic processing.” 2009. Web. 17 Feb 2020.

Vancouver:

Jacob G. The role of the native language in second-language syntactic processing. [Internet] [Doctoral dissertation]. University of Dundee; 2009. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10588/96e916bb-3158-4efa-805d-35aa8b123aad.

Council of Science Editors:

Jacob G. The role of the native language in second-language syntactic processing. [Doctoral Dissertation]. University of Dundee; 2009. Available from: http://hdl.handle.net/10588/96e916bb-3158-4efa-805d-35aa8b123aad

The Ohio State University

30. Flores, Solomon Hernández. The Nature and effectiveness of bilingual education programs for the Spanish-speaking child in the United States.

Degree: PhD, Graduate School, 1970, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651646495897

Subjects/Keywords: Education; Bilingualism

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APA (6^th Edition):

Flores, S. H. (1970). The Nature and effectiveness of bilingual education programs for the Spanish-speaking child in the United States. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651646495897

Chicago Manual of Style (16^th Edition):

Flores, Solomon Hernández. “The Nature and effectiveness of bilingual education programs for the Spanish-speaking child in the United States.” 1970. Doctoral Dissertation, The Ohio State University. Accessed February 17, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651646495897.

MLA Handbook (7^th Edition):

Flores, Solomon Hernández. “The Nature and effectiveness of bilingual education programs for the Spanish-speaking child in the United States.” 1970. Web. 17 Feb 2020.

Vancouver:

Flores SH. The Nature and effectiveness of bilingual education programs for the Spanish-speaking child in the United States. [Internet] [Doctoral dissertation]. The Ohio State University; 1970. [cited 2020 Feb 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651646495897.

Council of Science Editors:

Flores SH. The Nature and effectiveness of bilingual education programs for the Spanish-speaking child in the United States. [Doctoral Dissertation]. The Ohio State University; 1970. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486651646495897

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