The Composite Nature of Interlanguage as a Developing System

This paper explores the nature of interlanguage (IL) as a developing system with a focus on the abstract lexical structure underlying IL construction. The developing system of IL is assumed to be ‘composite’ in that in second language acquisition (SLA) several linguistic systems are in contact, each of which may contribute different amounts to the developing system. The lexical structure is assumed to be ‘abstract’ in that the mental lexicon contains abstract elements called ‘lemmas’, which contain information about individual lexemes, and lemmas in the bilingual mental lexicon are language-specific and are in contact in IL production. Based on the research findings, it concludes that language transfer in IL production should be understood as lemma transfer of the learner's first language (L1) lexical structure at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns, and IL construction is driven by an incompletely acquired abstract lexical structure of a target language (TL) item

The use of colloquial words in advanced French interlanguage

This article addresses the issue of underrepresentation or avoidance of colloquial words in a cross-sectional corpus of advanced French interlanguage (IL) of 29 Dutch L1 speakers and in a longitudinal corpus of 6 Hiberno-Irish English L1 speakers compared with a control of 6 native speakers of French. The main independent variable analysed in the latter corpus is the effect of spending a year in a francophone environment. This analysis is supplemented by a separate study of sociobiographical and psychological factors that affect the use of colloquial vocabulary in the cross-sectional corpus. Colloquial words are not exceptionally complex morphologically and present no specific grammatical difficulties, yet they are very rare in our data. Multivariate regression analyses suggest that only active authentic communication in the target language (TL) predicts the use of colloquial lexemes in the cross-sectional corpus. This result was confirmed in the longitudinal corpus where a t-test showed that the proportion of colloquial lexemes increased significantly after a year abroad

Characteristics of quality teaching for students in New Zealand schools whose first language is not English

The current paper draws on the findings of two recent research reports commissioned by the New Zealand Ministry of Education (Alton-Lee, 2003; Franken & McComish, 2003) in order to generate a synthesised statement of characteristics of quality teaching for students for whom English is not the first language (referred to from here as NESB students1) in New Zealand schools. Alton-Lee (2003, see Ministry of Education website, www.minedu.govt.nz) provides a synthesis of research-based evidence addressing the nature of quality teaching in schooling for the full range of diverse students. In this work, diversity encompasses “many characteristics including ethnicity, socio-economic background, home language, gender, special needs, disability, and giftedness” (Alton-Lee, 2003, p. v). Because her synthesis addresses diversity in the student population, she focusses on what is common to diverse students and thus does not specify particular conditions that pertain to any one sub-group of diverse students. Franken and McComish (2003) on the other hand, is a research report into the English language support for NESB (Non English Speaking Background) students in New Zealand schools. It includes a literature review of evidence-based research into second language teaching and learning, particularly classroom based research. It also reports on observations and analysis of practices in New Zealand schools, and discusses how these documented practices relate to the research findings from the literature

Language and communication enhancement for two-way education : Report

Indigenous Australians command many languages including autochthonous (Indigenous) and contact languages (creoles and Aboriginal English). This project is concerned with the majority who speak English, especially those who speak English as a first language, in an Aboriginal English variety. The project was developed by Edith Cowan University in cooperation with the Education Department of Western Australia as a response to an increasing demand from teachers of Indigenous students for help in providing for their needs as speakers of Aboriginal English. It was funded from the DEBT National Priority (Reserve) Fund to enable the University to develop course modules in Aboriginal Education

Building on the cultural and linguistic capital of English learner (EL) students

Approaches and strategies that value and build upon the cultural and linguistic capital of English learner students are described. Through implementing such strategies, teachers can impress upon students and families that multiculturalism and multilingualism are highly beneficial to the classroom, school, and community

How much hybridisation does machine translation need?

This is the peer reviewed version of the following article: [Costa-jussà, M. R. (2015), How much hybridization does machine translation Need?. J Assn Inf Sci Tec, 66: 2160–2165. doi:10.1002/asi.23517], which has been published in final form at [10.1002/asi.23517]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.Rule-based and corpus-based machine translation (MT)have coexisted for more than 20 years. Recently, bound-aries between the two paradigms have narrowed andhybrid approaches are gaining interest from bothacademia and businesses. However, since hybridapproaches involve the multidisciplinary interaction oflinguists, computer scientists, engineers, and informa-tion specialists, understandably a number of issuesexist.While statistical methods currently dominate researchwork in MT, most commercial MT systems are techni-cally hybrid systems. The research community shouldinvestigate the bene¿ts and questions surrounding thehybridization of MT systems more actively. This paperdiscusses various issues related to hybrid MT includingits origins, architectures, achievements, and frustra-tions experienced in the community. It can be said thatboth rule-based and corpus- based MT systems havebene¿ted from hybridization when effectively integrated.In fact, many of the current rule/corpus-based MTapproaches are already hybridized since they do includestatistics/rules at some point.Peer ReviewedPostprint (author's final draft

Becoming Bilingual: Examining Teachers\u27 Perceptions and Practices for Achieving Bilingualism and Biliteracy in English and Spanish in a Two-Way Dual Language Bilingual Education Program

Bilingualism characterizes not only people, but homes, schools, and communities across the United States. While some bilingual people are forced to suppress their bilingualism, others are encouraged to develop their skill set to a level of becoming biliterate. Bilingualism and biliteracy are key features in dual language bilingual education (DLBE) programs where students are provided daily opportunities to develop two languages simultaneously, along with grade-level academic content. Research in DLBE suggest closure of the achievement gap (Valentino & Reardon, 2015). Traditionally, DLBE programs were designed to keep the two target languages (for example, Spanish and English) separate as designated by time, space, teacher, and academic content area. Teachers who work under these strict guidelines often find that policing language use is both restrictive and unnatural, thus interfering with the flow of bilingual language development. This qualitative case study included 10 teacher participants from one rural school district in the Midwest. The study investigated how teachers perceive and respond to the constraints of language separation during instructional activities. Data were gathered from teacher interviews, classroom observations, and written informal interviews. Findings from this study indicate that under the strict separation of language program model, DLBE teachers brought their unique personal bilingual experiences to their practice by creating opportunities for dynamic and flexible bilingual language use during instructional time. The following strategies contributed to their students’ dynamic bilingualism: (a) the student as teacher, (b) active learning, student engagement, and group work, (c) the use of cognates, (d) strengthening bridges between languages and metalinguistic transfer, (d) reading the word and the world or learning literacy with culturally and contextually relevant literature, and (e) code-switching and translanguaging as a means of addressing the subtractive nature of language learning within an additive bilingual model. On the basis of the findings, the researcher recommends that DLBE program models open spaces for practicing dynamic and flexible bilingualism. Strategizing spaces for the use of two languages during instructional time fosters growth and development for students to become functionally bilingual and biliterate

Japanese/English Cross-Language Information Retrieval: Exploration of Query Translation and Transliteration

Cross-language information retrieval (CLIR), where queries and documents are in different languages, has of late become one of the major topics within the information retrieval community. This paper proposes a Japanese/English CLIR system, where we combine a query translation and retrieval modules. We currently target the retrieval of technical documents, and therefore the performance of our system is highly dependent on the quality of the translation of technical terms. However, the technical term translation is still problematic in that technical terms are often compound words, and thus new terms are progressively created by combining existing base words. In addition, Japanese often represents loanwords based on its special phonogram. Consequently, existing dictionaries find it difficult to achieve sufficient coverage. To counter the first problem, we produce a Japanese/English dictionary for base words, and translate compound words on a word-by-word basis. We also use a probabilistic method to resolve translation ambiguity. For the second problem, we use a transliteration method, which corresponds words unlisted in the base word dictionary to their phonetic equivalents in the target language. We evaluate our system using a test collection for CLIR, and show that both the compound word translation and transliteration methods improve the system performance