6 research outputs found
Monolingual comparative normativity in bilingualism research is out of âcontrolâ: Arguments and alternatives
Accepted manuscript, to appeared in Applied Psycholinguistics: https://www.cambridge.org/core/journals/applied-psycholinguistics.Herein, we contextualize, problematize and offer some insights for moving beyond the problem
of monolingual comparative normativity in (psycho)linguistic research on bilingualism. We
argue that, in the vast majority of cases, juxtaposing (functional) monolinguals to bilinguals
fails to offer what the comparison is supposedly intended to do: meet the standards of empirical
control in line with the scientific method. Instead, the default nature of monolingual
comparative normativity has historically contributed to inequalities in many facets of
bilingualism research and continues to impede progress on multiple levels. Beyond framing
our views on the matter, we offer some epistemological considerations and methodological
alternatives to this standard practice that improve empirical rigor while fostering increased
diversity, inclusivity and equity in our field
Monolingual comparative normativity in bilingualism research is out of âcontrolâ: Arguments and alternatives
Herein, we contextualize, problematize, and offer some insights for moving beyond the problem of monolingual comparative normativity in (psycho) linguistic research on bilingualism. We argue that, in the vast majority of cases, juxtaposing (functional) monolinguals to bilinguals fails to offer what the comparison is supposedly intended to do: meet the standards of empirical control in line with the scientific method. Instead, the default nature of monolingual comparative normativity has historically contributed to inequalities in many facets of bilingualism research and continues to impede progress on multiple levels. Beyond framing our views on the matter, we offer some epistemological considerations and methodological alternatives to this standard practice that improve empirical rigor while fostering increased diversity, inclusivity, and equity in our field
Monolingual comparative normativity in bilingualism research is out of âcontrolâ: Arguments and alternatives
Herein, we contextualize, problematize, and offer some insights for moving beyond the problem of monolingual comparative normativity in (psycho) linguistic research on bilingualism. We argue that, in the vast majority of cases, juxtaposing (functional) monolinguals to bilinguals fails to offer what the comparison is supposedly intended to do: meet the standards of empirical control in line with the scientific method. Instead, the default nature of monolingual comparative normativity has historically contributed to inequalities in many facets of bilingualism research and continues to impede progress on multiple levels. Beyond framing our views on the matter, we offer some epistemological considerations and methodological alternatives to this standard practice that improve empirical rigor while fostering increased diversity, inclusivity, and equity in our field.publishedVersio
âYou are Iranian even if you were born on the moonâ: family language policies of the Iranian diaspora in the UK
With a focus on an under-studied group of immigrants in the UK, this paper examines Iranian familiesâ language ideologies and practices at home in relation to Persian acquisition and maintenance for their children. Working within a family language policy (FLP) framework (King, K. A., Fogle, L., & Logan-Terry, A. 2008. Family language policy. Language and Linguistics Compass, 2(5), 907â922.), we draw on sociolinguistic data from semi-structured interviews with eighteen mothers to understand how parental beliefs, their everyday language practices and the attempts they make to maintain, improve, or alter their language use will lead to their childrenâs heritage language acquisition and maintenance. The results of the study suggest that the success in heritage language development and maintenance boils down to parental pro heritage language ideologies and their everyday small-scale practices. It was also found that the interrelationship between language and cultural values and a successful FLP was further reinforced by the parentsâ migration trajectory and proficiency in English as the societal language. This research also showed that the large size of this diaspora in the UK (particularly in London), their close-knit social network, availability of heritage language weekend schools and the possibility of frequent visits to the home country create a conducive situation for the Iranian diaspora to raise their children bilingually
NULL AND OVERT PRONOUNS
The present chapter covers the acquisition (and processing) literature related to null arguments (subjects and objects) in adult second language (L2) acquisition. We introduce the reader to the linguistic descriptions and relevant theories under which adult L2 acquisition of these domains have been couched and to which existing studies contribute. While we offer a summative view of a rather large literature, we provide details of some key studies, which serves to present and contextualize: (i) the historical landscape, (ii) what we have learned incrementally from relevant studies in their aggregate over several decades, and (iii) the variety of experimental methods and sub-questions that characterize this well-documented domain of L2 grammar
Monolingual comparative normativity in bilingualism research is out of âcontrolâ: Arguments and alternatives
Herein, we contextualize, problematize and offer some insights for moving beyond the problem
of monolingual comparative normativity in (psycho)linguistic research on bilingualism. We
argue that, in the vast majority of cases, juxtaposing (functional) monolinguals to bilinguals
fails to offer what the comparison is supposedly intended to do: meet the standards of empirical
control in line with the scientific method. Instead, the default nature of monolingual
comparative normativity has historically contributed to inequalities in many facets of
bilingualism research and continues to impede progress on multiple levels. Beyond framing
our views on the matter, we offer some epistemological considerations and methodological
alternatives to this standard practice that improve empirical rigor while fostering increased
diversity, inclusivity and equity in our field