An assessment of orthographic similarity measures for several African languages

Natural Language Interfaces and tools such as spellcheckers and Web search in one's own language are known to be useful in ICT-mediated communication. Most languages in Southern Africa are under-resourced, however. Therefore, it would be very useful if both the generic and the few language-specific NLP tools could be reused or easily adapted across languages. This depends on the notion, and extent, of similarity between the languages. We assess this from the angle of orthography and corpora. Twelve versions of the Universal Declaration of Human Rights are examined, showing clusters of languages, and which are thus more or less amenable to cross-language adaptation of NLP tools, which do not match with Guthrie zones. To examine the generalisability of these results, we zoom in on isiZulu both quantitatively and qualitatively with four other corpora and texts in different genres. The results show that the UDHR is a typical text document orthographically. The results also provide insight into usability of typical measures such as lexical diversity and genre, and that the same statistic may mean different things in different documents. While NLTK for Python could be used for basic analyses of text, it, and similar NLP tools, will need considerable customization

When marking tone reduces fluency: an orthography experiment in Cameroon

Should an alphabetic orthography for a tone language include tone marks? Opinion and practice are divided along three lines: zero marking, phonemic marking and various reduced marking schemes. This paper examines the success of phonemic tone marking for Dschang, a Grassfields Bantu language which uses tone to distinguish lexical items and some grammatical constructions. Participants with a variety of ages and educational backgrounds, and having different levels of exposure to the orthography were tested on location in the Western Province of Cameroon. All but one had attended classes on tone marking. Participants read texts which were marked and unmarked for tone, then added tone marks to the unmarked texts. Analysis shows that tone marking degrades reading fluency and does not help to resolve tonally ambiguous words. Experienced writers attain an accuracy score of 83.5% in adding tone marks to a text, while inexperienced writers score a mere 53%, which is not much better than chance. The experiment raises serious doubts about the suitability of the phonemic method of marking tone for languages having widespread tone sandhi effects, and lends support to the notion that a writing system should have `fixed word images'. A critical review of other experimental work on African tone orthography lays the groundwork for the experiment, and contributes to the establishment of a uniform experimental paradigm

A Linguistic Research Programme for Reading in African Languages to underpin CAPS

Although ANAs show language conditioned problems in reading comprehension and decoding ability, most South African research focuses disproportionately on (a) English and Afrikaans and (b) macro approaches to literacy rather than formal and psycholinguistic analyses of reading. Obviously African languages are structurally and typologically different to English and Afrikaans; reading strategies required for the mechanics of reading are necessarily different and should be supported by language-specific pedagogies. We argue for research programmes that situate reading pedagogy within the language-specific spaces defined by Linguistic approaches to understanding (a) orthography, (b) cognitive reading skills and models and (c) indigenous, language-specific norms and resources.Keywords: psycholinguistics, linguistics, orthography, morphological awareness, phonological awareness, curriculum developmen

Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.

Heritage language speakers struggle in European classrooms with insufficient material provided for second language (SL) learning and assessment. Considering the amount of instruments and pertinent studies in English SL, immigrant students are better prepared than their peers in Romance language settings. This study investigates how factors such as age and home language can be used in the teaching environment to predict and examine the development outcomes of SL students in verbal reasoning and vocabulary tasks. Hundred and six Portuguese participants, SL learners, between 8 and 17 years old, were assessed in vocabulary frequency, verbal analogies and morphological extraction tasks. In alphabetic languages (Romance languages), immigrant students (in a SL learning situation) with a strong linguistic distance (a home language with a very different orthographic foundation) are expected to struggle in language learning in spite of being aware of strategies that can improve their skills. The storage and combination of morphemes can be a demanding task for individual speakers at different levels. Cognitive mapping is strongly based on linguistic features of L1 development. Results show that home language, not age, was a significant predictor of variation in student’s outcomes. Speakers of alphasyllabary languages (Indo-Aryan languages as L1) were the poorest performers, the ‘linguistic distance’ of their languages explaining the performance’ result

To be or not to be bilingual: cognitive processing skills and literacy development in monolingual English, emergent bilingual Zulu and English, as well as bilingual Afrikaans and English speaking children

A thesis submitted to the Faculty of Humanities, Department of Psychology at the University of the Witwatersrand, in fulfilment of the requirements for the degree of Doctor of Philosophy October 2016.Literacy in multilingual contexts includes social and cognitive dimensions (GoPaul-McNicol & Armour-Thomas, 1997). Becoming literate carries with it the ability to develop and access higher-order thinking skills that are the building blocks for cognitive academic language proficiency, as well as the means that define educational opportunities (Bialystok, 2007). South Africa has 11 official languages and a multilingual education policy but South African schools are able to determine their language of instruction policy of monolingualism or multilingualism (Heugh, 2010). This raises the question of whether monolingualism or bilingualism influences children’s successful acquisition of reading. It is important to investigate the effect this has on reading processes and skills of monolingual and bilingual children because this issue has received limited research attention while it contributes to our greater understanding of how children’s cognitive capacities for literacy attainment are either constrained or promoted through broader social factors operating in a child’s literacy-learning environment (Bialystok, 2007; Vygotsky, 1978). Cognitive processing and reading skills were assessed in monolingual and bilingual children at a public school in an urban area of Johannesburg. An English-speaking monolingual group with English as the language of instruction (N = 100) was compared with a Zulu-English bilingual group with Zulu as first language (L1) speaking proficiency and English as second language (L2) literacy experience (N = 100) on measures of reading, phonological awareness, vocabulary skills, and working memory. Performance in cognitive processing and reading skills of these two groups was compared to an Afrikaans-English bilingual group (N = 100) with dual medium instruction. Tests of language proficiency confirmed that the Afrikaans-English bilinguals were balanced bilinguals and that the Zulu-English bilinguals were partial bilinguals. Aim and method: The purpose of this study was to expand knowledge in the field of second language reading acquisition and language of instruction by examining the impact of language related factors on the cognitive development and literacy competence of monolingual and bilingual children in the South African context. The central tenet of the bio-ecological approach to language, cognitive and reading assessment is that language acquisition is inseparable from the context in which it is learned (Armour-Thomas & Go-Paul-McNicol, 1997). Drawing from this approach, the present research project investigated the effects of the level of orthographic transparency on reading development in the transparent L1 and opaque L2 of biliterate Afrikaans-English bilinguals learning to read in a dual medium school setting. The effects of oral vs. written language proficiency in the L1 on the acquisition of L2 English reading was also investigated by examining whether reading processes and skills transferred from one language to another and the direction or nature of this transfer in partial and balanced bilinguals. Finally, whether a balanced bilingualism and biliteracy Cognitive processing skills and literacy development in monolingual and bilingual children in South Africa vi experience had beneficial effects on cognitive tasks demanding high levels of working memory capacity, was investigated. Results: Reading in Afrikaans – the more transparent orthography – reached a higher competency level than reading in the less transparent English. Dual medium learners and L1 English monolingual learners acquired reading skills in their home language(s) at a higher level than L2 English with L1 Zulu speaking proficiency learners did. Dual medium learners outperformed both monolingual learners and L2 English with L1 Zulu speaking proficiency learners on tests of phonological awareness, working memory, and reading comprehension. They also reached similar competency levels in tests of vocabulary knowledge than monolingual English (L1) learners. These differences translated into different relationships and strengths for reading attainment in monolingual and bilingual children. These findings provide support for a language-based and context-dependent bio-ecological model of reading attainment for South African children. Conclusions: Bilingual children who are exposed to dual medium reading instruction programmes that value bilingualism philosophically and support it pedagogically create optimal conditions for high levels of cognitive development and academic achievement, both in the first and in the L2. Absence of mother tongue instruction and English-only instruction result in a reading achievement gap between emergent Zulu-English bilinguals and English monolinguals. This effect is not observed in the biliterate Afrikaans-English bilinguals; instead, these children performed better than the English monolinguals on many English tasks and working tasks requiring high levels of executive control and analysis of linguistic knowledge, despite English being their L2 while learning to concurrently read in Afrikaans and English. Arguments for and (misguided) arguments against dual medium education are examined to identify the consequences of translating this model of education into effective schooling practices, given the socio-political contexts in which educational reforms take place at local schools and in communities (Heugh, 2002). More broadly, good early childhood education includes a rich language learning environment with skilled, responsive teachers who facilitate children’s literacy learning by providing intentional exposure to and support for vocabulary and concept development. Classroom settings that provide extensive opportunities to build children’s reading competences are beneficial for young dual language learners no less than for children acquiring literacy skills in a one-language environment (Cummins, 2000; Heugh, 2002).GR201

Lexical Similarity Level between English and Portuguese

Although the studies which calculate the similarity index between languages are abundant, to date the similarity index between English and Portuguese has not been calculated. When calculating the similarity index between English and Portuguese it is important to have in consideration the amount of Latin loan words English has received from Latin which may influence the similarity index. However, English is a Germanic language whereas Portuguese is a Romance language. The purpose of this research is to calculate this level of lexical similarity through the computational lexical distance comparison of 500 high frequency words in English and Portuguese and the identification of cognates. The main hypothesis of this study is based on the fact that English and Portuguese degree of genetic difference may be less than 30% considering that the comparison of English with other Romance languages has resulted in similar indexes The study is aimed at assisting students of English or Portuguese as an L2 with their language acquisition through the identification of items which present similarities in both languages and in this manner aid vocabulary acquisition.Se han realizado múltiples estudios para revelar el nivel de similitud entre diferentes lenguas. Sin embargo, el nivel de similitud entre el inglés y el portugués no se ha calculado todavía. El inglés ha recibido una considerable cantidad de préstamos del latín, lo cual puede aumentar el nivel de similitud entre las dos lenguas debido a que el portugués deriva directamente del latín. Sin embargo, el inglés es una lengua germánica, mientras que el portugués es una lengua romance. El propósito de esta investigación es calcular este nivel de similitud léxica a través de la comparación de la distancia computacional léxica de 500 palabras de alta frecuencia del inglés y portugués y la identificación de cognados. La principal hipótesis de este estudio se basa en el hecho de que el inglés y el portugués presentan cierto grado de diferencia genética, y como tal, su coeficiente de similitud probablemente será inferior al 30%. El estudio tiene como objetivo ayudar a los estudiantes de inglés o portugués como L2 en la adquisición de la lengua a través de la identificación de elementos que presentan similitud en ambas lenguas.University of the Punja

Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?

Correctly spelling an English word requires a high-quality orthographic representation. When faced with spelling a complex word without a high-quality representation, spellers often rely on other knowledge sources (e.g., incomplete stored orthographic forms, phonological to orthographic relationships) to spell it. For bilinguals, another potentially facilitative source is knowledge of a word's lexical and sublexical representations in another language. In the current study we considered simultaneous effects of word-level (e.g., frequency, cognate status) and person-level (e.g., English spelling skill, prompting, bilingual status) predictors on college students’ complex English word spelling. Monolinguals (English; n = 42) significantly outperformed bilinguals (Spanish and English; n = 76) on non-cognate spelling; no group differences emerged for cognate spelling accuracy. Within bilinguals, significantly higher spelling performance on cognates compared to non-cognates suggests cognate facilitation, with no prompting effects. Findings expand an interdisciplinary framework of understanding bilinguals’ activation and use of cross-linguistic representations in spelling

(Dis)connections between specific language impairment and dyslexia in Chinese

Poster Session: no. 26P.40Specific language impairment (SLI) and dyslexia describe language-learning impairments that occur in the absence of a sensory, cognitive, or psychosocial impairment. SLI is primarily defined by an impairment in oral language, and dyslexia by a deficit in the reading of written words. SLI and dyslexia co-occur in school-age children learning English, with rates ranging from 17% to 75%. For children learning Chinese, SLI and dyslexia also co-occur. Wong et al. (2010) first reported on the presence of dyslexia in a clinical sample of 6- to 11-year-old school-age children with SLI. The study compared the reading-related cognitive skills of children with SLI and dyslexia (SLI-D) with 2 groups of children …postprin

Uncovering the myth of learning to read Chinese characters: phonetic, semantic, and orthographic strategies used by Chinese as foreign language learners

Oral Session - 6A: Lexical modeling: no. 6A.3Chinese is considered to be one of the most challenging orthographies to be learned by non-native speakers, in particular, the character. Chinese character is the basic reading unit that converges sound, form and meaning. The predominant type of Chinese character is semantic-phonetic compound that is composed of phonetic and semantic radicals, giving the clues of the sound and meaning, respectively. Over the last two decades, psycholinguistic research has made significant progress in specifying the roles of phonetic and semantic radicals in character processing among native Chinese speakers …postprin