Shifting gear in the study of the bilingual advantage : language switching examined as a possible moderator

The bilingual advantage is a heavily debated topic in research on bilingualism. The current study further investigated one specific aspect of bilingualism proposed to be a determining factor for the bilingual advantage, namely language switching behaviour. We investigated whether a bilingual advantage can be detected in the executive functions of inhibition and shifting by comparing monolingual and bilingual participants on a Simon task and a colour–shape switching task. Furthermore, we examined the relation between these executive functions and language switching proficiency, as measured by a semantic verbal fluency task. In addition, the current study set out to investigate the convergence of self-reported language switching estimates and actual language switching proficiency. Results revealed a bilingual advantage for shifting, but not for inhibition. However, this bilingual advantage for shifting was not related to language switching behaviour. Additionally, we were unable to identify a relation between objective and subjective measures of switching abilities. These findings seem to confirm the existence of a bilingual advantage, but also once again validate its elusiveness, as demonstrated by the absence of bilingual benefits on our measure of inhibition. It furthermore questions the validity of switching measures employed in previous studies

Bilingual Preschoolers ’ Speech is Associated with Non-Native Maternal Language Input

Published online: 11 Nov 2018Bilingual children are often exposed to non-native speech through their parents. Yet, little is known about the relation between bilingual preschoolers’ speech production and their speech input. The present study investigated the production of voice onset time (VOT) by Dutch-German bilingual preschoolers and their sequential bilingual mothers. The findings reveal an association between maternal VOT and bilingual children’s VOT in the heritage language German as well as in the majority language Dutch. By contrast, no input-production association was observed in the VOT production of monolingual German-speaking children and monolingual Dutch-speaking children. The results of this study provide the first empirical evidence that non-native and attrited maternal speech contributes to the often-observed linguistic differences between bilingual children and their monolingual peers

Evaluating the effects of bilingual traffic signs on driver performance and safety

Variable Message Signs (VMS) can provide immediate and relevant information to road users and bilingual VMS can provide great flexibility in countries where a significant proportion of the population speak an alternative language to the majority. The study reported here evaluates the effect of various bilingual VMS configurations on driver behaviour and safety. The aim of the study was to determine whether or not the visual distraction associated with bilingual VMS signs of different configurations (length, complexity) impacted on driving performance. A driving simulator was used to allow full control over the scenarios, road environment and sign configuration and both longitudinal and lateral driver performance was assessed. Drivers were able to read one and two-line monolingual signs and two-line bilingual signs without disruption to their driving behaviour. However, drivers significantly reduced their speed in order to read four-line monolingual and four-line bilingual signs, accompanied by an increase in headway to the vehicle in front. This implies that drivers are possibly reading the irrelevant text on the bilingual sign and various methods for reducing this effect are discussed

How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?

Background Bilingual children are under-referred due to an ostensible expectation that they lag behind their monolingual peers in their English acquisition. The recommendations of the Royal College of Speech and Language Therapists (RCSLT) state that bilingual children should be assessed in both the languages known by the children. However, despite these recommendations, a majority of speech and language professionals report that they assess bilingual children only in English as bilingual children come from a wide array of language backgrounds and standardized language measures are not available for the majority of these. Moreover, even when such measures do exist, they are not tailored for bilingual children. Aims It was asked whether a cut-off exists in the proportion of exposure to English at which one should expect a bilingual toddler to perform as well as a monolingual on a test standardized for monolingual English-speaking children. Methods & Procedures Thirty-five bilingual 2;6-year-olds exposed to British English plus an additional language and 36 British monolingual toddlers were assessed on the auditory component of the Preschool Language Scale, British Picture Vocabulary Scale and an object-naming measure. All parents completed the Oxford Communicative Development Inventory (Oxford CDI) and an exposure questionnaire that assessed the proportion of English in the language input. Where the CDI existed in the bilingual's additional language, these data were also collected. Outcomes & Results Hierarchical regression analyses found the proportion of exposure to English to be the main predictor of the performance of bilingual toddlers. Bilingual toddlers who received 60% exposure to English or more performed like their monolingual peers on all measures. K-means cluster analyses and Levene variance tests confirmed the estimated English exposure cut-off at 60% for all language measures. Finally, for one additional language for which we had multiple participants, additional language CDI production scores were significantly inversely related to the amount of exposure to English. Conclusions & Implications Typically developing 2;6-year-olds who are bilingual in English and an additional language and who hear English 60% of the time or more, perform equivalently to their typically developing monolingual peers

Hybrid rule-based - example-based MT: feeding apertium with sub-sentential translation units

This paper describes a hybrid machine translation (MT) approach that consists of integrating bilingual chunks (sub-sentential translation units) obtained from parallel corpora into an MT system built using the Apertium free/open-source rule-based machine translation platform, which uses a shallow-transfer translation approach. In the integration of bilingual chunks, special care has been taken so as not to break the application of the existing Apertium structural transfer rules, since this would increase the number of ungrammatical translations. The method consists of (i) the application of a dynamic-programming algorithm to compute the best translation coverage of the input sentence given the collection of bilingual chunks available; (ii) the translation of the input sentence as usual by Apertium; and (iii) the application of a language model to choose one of the possible translations for each of the bilingual chunks detected. Results are reported for the translation from English-to-Spanish, and vice versa, when marker-based bilingual chunks automatically obtained from parallel corpora are used

Evaluation of techniques to improve the legibility of bilingual Variable Message Signs

This study evaluated a number of techniques that could be employed to reduce the amount of time drivers spend searching and reading bilingual signs. Using a tachistoscope, monolingual and Welsh bilingual participants were presented with various configurations of bilingual signing. The amount of information was varied (i.e. the number of lines) and a number of language-differentiation techniques were implemented. These techniques attempted to aid the perception and recognition of the relevant language and relied either on manipulating the position of the two languages, or by using demarcation (colour, font etc.). With regards to the amount of information presented, it was found that the reading response time for a single line of relevant text within a two-line bilingual sign was not significantly different to the reading response time for a one-line monolingual sign. Thus, participants were able to extract the relevant language from the bilingual sign with no decrement in performance. However, reading response time for a message of two lines of relevant text in a four-line bilingual was significantly longer than the reading response time for a two-line monolingual sign. Thus the amount of information (even if irrelevant) impacted on their performance. With regards to the positioning techniques, grouping the lines by language resulted in a decreased reading response time compared to when the text was grouped by content. In addition, positioning the user’s dominant language at the top of the sign improved reading times for both one and two-line messages on bilingual signs. All the demarcation techniques were successful in reducing reading times on four-line bilingual signs, and it was found that having established a particular pattern of presentation, an unexpected change significantly increased reading time

Guatemala: An Intercultural Perspective

In July 2001, a group of 14 bilingual/ESL educators from Illinois traveled to Guatemala as participants in a Fulbright-Hays Group Projects Aborad Program. The main purpose of the trip was to enhance the quality and quantity of intercultural education in K-12 schools, using Guatemala as a case study. The group, 12 bilingual/ESL teachers and the authors of this article, spent five weeks in Guatemala studying and working in bilingual schools in the Guatemalan highlands