This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Amanda Taura, Alberto Esquinca, Hyun-Sook Kang, Dafna E. Kohen, Kanavillil Rajagopalan, Victor Moin, Katarzyna Ozanska-Ponikwia, Maria Robledo Montecel, Mark Leikin, and Pratima Yusef.
(2012). Non-Insertional Code-Switching in English-Japanese Bilingual Children: Alternation and Congruent Lexicalisation, International Journal of Bilingual Education and Bilingualism. This article investigates English-Japanese children's code-switching (CS) from the structural point of view. Muysken categorises it into three types, that is, insertion, alternation and congruent lexicalisation. Regarding insertion, using Myers-Scotton's matrix language frame (MLF) model, for example, the matrix language (ML) of a bilingual clause can be identified and items from the other language are considered embedded. In contrast, alternation does not distinguish between the matrix and embedded languages: the speaker makes a full change from using language A to using language B. In congruent lexicalisation, on the other hand, the ML consists of two or more languages. In this article, natural data from two English-Japanese bilingual children (5;9-9;3, 3;3-6;9) are analysed primarily using the MLF model, the insertion framework, but the ML cannot be identified in 41.8% of the data. These are examined with the alternation and congruent lexicalisation frameworks. Qualitative analyses show that psycholinguistic processes and pragmatic forces underlie those non-insertional types of CS. Psycholinguistic processes of triggering and formulaic language play important roles in alternation, whereas convergence, another psycholinguistic process, leads to congruent lexicalisation. From the pragmatic point of view, English makes a pragmatic/discourse frame and Japanese expresses propositional meanings. This finding suggests that bilingual children can attribute different functions to different languages. [More] Descriptors: Psycholinguistics, Pragmatics, Bilingualism, Code Switching (Language)
(2012). What Has Personality and Emotional Intelligence to Do with "Feeling Different" while Using a Foreign Language?, International Journal of Bilingual Education and Bilingualism. The present study investigates the link between personality traits (OCEAN Personality test), emotional intelligence (EI) (Trait Emotional Intelligence Questionnaire) and the notion of "feeling different" while using a foreign language among 102 Polish-English bilinguals and Polish L2 users of English who were immersed in a foreign language and culture. Statistical analyses reveal that personality traits such as Extraversion, Agreeableness and Openness had an effect on self-perceived changes in behaviour or body language and occurred while a foreign language was used. A similar effect had been found for EI factors such as Emotion expression, Empathy, Social awareness, Emotion perception, Emotion management, Emotionality and Sociability. These results could explain why some people report changes in personality when switching languages and some do not. Therefore, it is speculated that the existence of self-reported personality changes could be assigned more to certain personality traits and EI, which enables such subtle changes to be noticed, rather than stemming from a difference in the existence of such changes in these participants. The results of this study show the complexity of the relationship between language, culture and emotions, suggesting that both higher- and lower-order personality traits should be incorporated into further research on various aspects of bilingualism. [More] Descriptors: Personality Traits, Emotional Intelligence, Nonverbal Communication, Second Language Learning
(2012). Knowledge of an Aboriginal Language and School Outcomes for Children and Adults, International Journal of Bilingual Education and Bilingualism. This study uses data from the child and adult components of the 2001 Canadian Aboriginal Peoples Survey to examine what factors are related to speaking an Aboriginal language and how speaking an Aboriginal language is related to school outcomes. Even after controlling for child and family factors (age, sex, health status, household income, number of people living in the household, and living in an urban or rural area), speaking an Aboriginal language was associated with positive school outcomes for young children aged 6-14 years old if they learned the language in school, but a lower likelihood of having completed high school for 20-34-year olds. Possible reasons for this difference between child and adult results are discussed. [More] Descriptors: Canada Natives, Surveys, Foreign Countries, Children
(2012). Researching Transfronterizo Literacies in Texas Border Colonias, International Journal of Bilingual Education and Bilingualism. This study examines literacies practiced in bilingual households located in emerging communities along the Texas-Mexico border known as border colonias. Drawing on theoretical notions of space as geographic and temporal, the simultaneity of global and local forces at work in colonias, and expressions of agency that are "in between" accommodation and resistance, we focus on the forms and practices of literacy that bilingual families are engaging in to satisfy financial and religious needs in Spanish and English. Through interviews and home visits with parents in two colonias, this qualitative study found diverse and interesting uses of written Spanish that can support children's biliteracy development even as the use of written Spanish is discouraged in schools and parents are ambivalent about the use of Spanish literacy for academic purposes. We identify four themes–what children learn through Spanish; child language socialization; biliteracy and human capital; and demographic and economic change–and identify possibilities for learning and research among this understudied population. [More] Descriptors: Mexican Americans, Bilingualism, Child Language, Human Capital
(2012). Perceived and Actual Competence and Ethnic Identity in Heritage Language Learning: A Case of Korean-American College Students, International Journal of Bilingual Education and Bilingualism. A growing body of literature has explored issues surrounding the maintenance and development of a minority heritage language among immigrants and their children in relation to their ethnic identities in multi-ethnic societies. However, most of the studies either have alluded to heritage learners' language competence by way of their attitudes and ideologies toward their heritage and language maintenance or have addressed their competence by way of self-assessment measures alone. This study examines the interrelationship between Korean heritage learners' perceived and actual competence in Korean vis-a-vis their ethnic identity orientation. Thirty second-generation Korean-American participants completed questionnaires on their language background, ethnic identity orientation, and self-assessment of their speaking and writing skills in Korean. Their speech and writing samples in Korean were elicited with picture stimuli. Results suggest that there was a strong correlation among the subjective and objective assessment of the heritage learners' Korean language skills and their Korean ethnic identity. It was also suggested that the heritage learners who have a strong Korean identity tend to have better competence in Korean, meaning that the strong Korean identity serves as a self-enhancing bias in their self-assessment of the Korean language. [More] Descriptors: Language Maintenance, Ethnicity, Self Concept, Ideology
(1999). IDRA Newsletter, 1999, IDRA Newsletter. The 10 issues of IDRA Newsletter published in 1999 focus on education in Texas and on educational issues concerning minority, low-income, or bilingual students. Feature articles include: "Lost: $319 Billion and 1.2 Million Students" (Texas dropouts); "Breathing New Life into Language Assessment"; "Missing: Texas Youth–Dropout and Attrition Rates in Texas Public High Schools (an Excerpt)"; "Disciplinary Alternative Education Programs in Texas: What Is Known, What Is Needed (an Excerpt)"; "Project Alianza: Tapping Community Resources for Bilingual Teachers"; "Are We Making Educated Choices about Educating Our Children?"; "From 'DAC' to 'EAC': The Expanding Role of the Equity Assistance Center"; "Failing Our Children: Finding Alternatives to In-Grade Retention"; "The Use of Public Money for Private Schooling: Listening to Parents"; "Math and Science Education: A Practical Equity Guide"; "Sexual Harassment: What Parents and Students Should Know"; "For Our Children: Preserving Our Neighborhood Public Schools" (opposition to vouchers); "Coca-Cola Valued Youth Program: The Value of Video Conferencing"; "Read It Again! How To Select Quality Literature for Young Children"; "The Anti-Social Promotion Bandwagon: Riding Down the Campaign Trail"; "Legislature Grapples with Reform Issues: A Texas Policy Update"; "Two-Way Bilingual Programs: The Demand for a Multilingual Workforce"; "Parents Organizing Bilingual Education Advocates: Parent Institutes as a Strategy"; "Origins of Public Education and the Voucher Debate"; "Characteristics of a School That Is Safe and Responsive to All Children"; "Educational Technology: An Update"; "Coca-Cola Valued Youth Program: Preparing Leaders for the New Millennium"; "Project Flair: Working Together for a Better Learning Environment"; "Appropriate Language Instruction: Stephanie's Story"; "Litigation on Vouchers"; "Texas Legislative Update"; "A Model Teacher Preparation and Leadership Development Initiative: First Year Findings"; "What a Difference a Year Made"; "Extending Advanced Skills Instruction into the Education of Disadvantaged Students"; "Community Supports Public Schools, Opposes Vouchers"; "Significant and Worthwhile Changes in Educational Evaluation: Putting Value in Evaluation"; "Coca-Cola Valued Youth Program Participants Testify before Congressional Committee"; "More Students Served in Bilingual and ESL Programs but More LEP Students Assigned to Special Education"; "Attrition Rates in Texas Public High Schools Still High"; Coca-Cola Valued Youth Program: Still Getting Great Results"; "Lessons Learned, Lessons Shared: An Excerpt" (immigrant education); "Alternative Education Programs in Texas: More Questions than Answers"; "Educating a New Generation: A Reflection on the Process"; "IDRA Content Area Program Enhancement: A Contribution for Limited-English-Proficient Students"; and "Texas Schools Have Support for Comprehensive School Reform". (Includes a cumulative index.) [More] Descriptors: Advocacy, Bilingual Education, Disadvantaged, Dropouts
(1991). Bilingual Women in Education, Adults Learning (England). Successful initiatives for minority women depend on creation of an institutional ethos that supports change, adequate staff training, flexibility in scheduling and curricula, and recognition of the value of adult students' experiences. Descriptors: Access to Education, Adult Education, Bilingualism, Blacks
(2012). Discourse Practices of Trilingual Mothers: Effects on Minority Home Language Development in Japan, International Journal of Bilingual Education and Bilingualism. Despite intentions to raise children in two home languages, non-Japanese bilingual homes may be encouraging the development of the societal language in children born in Japan. This article investigates: (1) the language use of two trilingual mothers with their developing trilingual children, and (2) how the mothers respond to their children's use of the societal or majority language in the home environment. Both families considered their toddlers to be dominant in Japanese, although the children have been exposed simultaneously from birth to two other languages at home and did not hear Japanese until they entered community-based daycare centers at ages 0;5 and 0;11, respectively. Both mothers used similar discourse strategies that inadvertently encouraged their children between ages 1;1 and 2;1 to use Japanese in the home context. Although one child was a passive or receptive trilingual, the other became an active one, resulting in the conclusion that parental discourse strategies encouraging bilingual contexts are not absolutely detrimental to active multilingualism, not only because they are necessary for smooth interactions in the earliest stages of language acquisition, but also because they may help support more than one minority language in the home context. [More] Descriptors: Mothers, Foreign Countries, Family Environment, Language Acquisition
(2012). "Tranfronterizos"' Socialization into Mathematical Discourse: Capitalizing on Language and Cultural Resources or Caught between Conflicting Ideologies?, International Journal of Bilingual Education and Bilingualism. Studies of "transfronterizos" have highlighted the potential ways in which these students might draw on their linguistic, cultural, or knowledge capital on both sides of the border. However, because "transfronterizos" may cross borders to participate in institutional contexts, such as schooling, they can find themselves in the interstices of conflicting values and practices in institutions. For instance, discourse practices and ideologies might differ across institutional, national, or discourse borders. In this article, I situate the process of becoming socialized into a disciplinary discourse in the sociopolitical of the US-Mexico context to show how one student resists mathematical discourse and simultaneously constructs an identity in regard to this discourse. Through the case of Betty, a pre-service teacher, I show how contrasting ways of doing mathematics impact her socialization into mathematical discourse. I draw on Border Theory to demonstrate how Betty constructs an identity in the face of conflicting ideologies. Finally, I portray the ways in which she constructs an identity to position herself in regard to the discourse as knowledgeable while simultaneously resisting this discourse. Her agency is apparent in her use of mathematical discourse to mediate the construction of her identity. [More] Descriptors: Academic Discourse, Second Language Learning, Foreign Countries, Socialization
(2012). Input and Output in Code Switching: A Case Study of a Japanese-Chinese Bilingual Infant, International Journal of Bilingual Education and Bilingualism. Code switching (CS) (or language mixing) generally takes place in bilingual children's utterances, even if their parents adhere to the "one parent-one language" principle. The present case study of a Japanese-Chinese bilingual infant provides both quantitative and qualitative analyses on the impact of input on output, as manifested in CS. The database consists of the transcription of 12 hours of audio recordings, selected out of nearly 130 hours of recordings of an infant from the age of 2;1 to 3;0. The quantitative analysis exhibits some influence of parental input on the subject's output in regard to CS. In Qualitative Analysis A, the parental discourse strategy toward the child's CS does account for the overall high ratio of output CS. However, the parental adjustment of input strategies contradicts the present data of output. Qualitative Analysis B concerns the notion of language dominance in terms of intra-sentential CS. Our findings show that, in spite of the absolute Chinese dominance evident in the parental input, the child maintains a strong Japanese-dominant output. Hence, as far as CS is concerned, this study obtains little evidence of qualitative influence of parental input on the child's output. Instead of parental input, language dominance can better account for the increased trend of the child's output CS. [More] Descriptors: Evidence, Language Dominance, Infants, Code Switching (Language)
(2012). Lexical Knowledge Development in the First and Second Languages among Language-Minority Children: The Role of Bilingual versus Monolingual Preschool Education, International Journal of Bilingual Education and Bilingualism. This study focused on the role of bilingual versus monolingual preschool education in the development of lexical knowledge in Russian (L1) and Hebrew (L2) among second-generation Russian-Hebrew speaking immigrants in Israel. The study was designed as a longitudinal and comparative study. The lexical knowledge of children was measured three times during the education year. Thirty-two Russian-Hebrew speaking bilinguals (around age three) were selected from bilingual (Russian/Hebrew) and monolingual (Hebrew) preschools. The research design included observation of the preschools, testing of children's lexical knowledge, and a parents' questionnaire. The children's lexical knowledge was measured in both languages by applying the multidimensional approach of different domains: breadth of the lexical knowledge and depth of the lexical knowledge (paradigmatic semantic relations and syntagmatic semantic relations). The results demonstrated that later immersion in L2 and continuing development of L1 within a bilingual educational context not only do not impede the lexical knowledge development in the L2, but can even accelerate its progress. In addition, the differences between the groups in L1 were particularly striking in the paradigmatic semantic relations. Finally, the paradigmatic semantic relations in L1 were significantly and positively correlated with the lexical knowledge in Hebrew in both groups of comparison. [More] Descriptors: Semitic Languages, Speech Communication, Preschool Education, Semantics
(2012). The Impact of Caregivers' Interrogative Styles in English and Japanese on Early Bilingual Development, International Journal of Bilingual Education and Bilingualism. This study examines the relationship between caregivers' conversational styles in One-Person-One-Language (OPOL) settings and early bilingual development. In particular, it attempts to demonstrate that interrogative styles may have an impact on bilingual children's responsiveness in two language contexts. It is based on longitudinal data of a bilingual child from ages 1;3 to 2;3 interacting with his English-speaking mother and Japanese-speaking grandmother. Results from a functional analysis of caregiver questions based on McDonald and Pien's model revealed that, for a given period of time, the bilingual child was exposed to a more tutorial style of interrogation in English, which frequently used questions to examine his knowledge, and a more child-centered style of interrogation in Japanese, which sought information about his feelings and needs. The contrasting interrogative styles led to varying rates of responses and contributed to faster development in English than in Japanese. [More] Descriptors: Speech Communication, Caregivers, Bilingualism, Language Styles
(1999). Revista de Documentacao de Estudos em Linguistica Teorica e Aplicada, 1999 (Journal of Documentary Studies in Linguistic Theory and Application, 1999), Revista de Documentacao de Estudos em Linguistica Teorica e Aplicada. These issues include the following articles: "Portuguese Philology in Brazil" (Heitor Megale, Cesar Nardelli Cambraia); "Implications of Brazilian Portuguese Data for Current Controversies in Phonetics: Towards Sharpening Articulatory Phonology" (Eleonora Cavalconte Albano); "Morphological Studies in Brazil: Data and Issues" (Margarida Maria de Paula Basilio); "Functionalist Studies in Brazil" (Maria Helena de Moura Neves); "Thirty Years of Generative Grammar in Brazil" (Mary A. Kato, Jania Ramos); "Recent Trends in Brazilian Historical Linguistics" (Rosa Virginia Mattos e Silva); "The Development of Textual Linguistics in Brazil" (Ingedore G. Villaca Koch); "Text and Discourse Studies in Brazil" (Diana Luz Pessoa de Barros); "Sociolinguistic Overview: PEUL's Contribution" (Maria da Conceicao de Paiva, Maria Marta Pereira Scherre); "Brazilian Dialectology: Perspectives" (Suzan Alice Marcelino Cardoso); "Linguistics of Indigenous Languages in Brazil" (Lucy Seki); "Theoretical Outlines: A History of Thirty Years of Semantics in Brazil" (Roberta Pieres de Oliveira); "Pragmatic Studies in Brazil" (Kanavillil Rajagopalan); "Language Acquisition: A Survey of the Research of the Last Thirty Years" (Leticia Maria Sicuro Correa); "Studies on Bilingual Education and Schooling in Brazilian Contexts of Linguistic Minorities" (Marilda C. Cavalcanti); "Photographs of Applied Linguistics in the Field of Foreign Language in Brazil" (Luis Paulo da Moita Lopes); "English for Specific Purposes, English for General Business Purposes and English for Specific Business Purposes" (Orlando Vian Jr.); "The Structure of the Clause in Brazilian Indigenous Languages" (Marcus Aia, Bruna Franchetto, Yonne de Freitas Leite, Marilia Faco Soares, Marcia Damaso Vieira); "Some Notes on Procrastinate and Other Economy Matters" (Jairo Nunes); "Negation: Checking Theory and Linguistic Change" (Lorenzo Vitral); "The Interaction Synchrony/Diachrony in the Study of Syntax" (Angelica Furtado da Cunha); "On the Form of Portuguese Past Participle and the Status of Formal Features" (Maria Lucia Lobato); "Word Sets, Keywords, and Text Contents: An Investigation of Text Topic on the Computer" (Antonia P. Berber Sardinha); "Metalanguage as a Space of Interpretation: Terminology and Atomized Databases" (Clarinda Rodrigues Lucas); "Linguistics and Archaeology" (Pedro Paulo Abreu Funari);"Towards a Semiotics Theory" (Jose Luiz Fiorin); "A Comparative Study of Conference Abstracts" (Javier Garcia-Calvo); "Beginning Portuguese Corpus Linguistics: Exploring a Corpus To Teach Portuguese as a Foreign Language" (A. P. Berber Sardinha); "Some Reflections around a Text Type Psycholinguistic Concept" (Adair Bonini); "The Strategies of Focusing and the Syntax-Phonology Connection" (Carlos Alexandre Gocalves); and "Contribution to the Study of Pseudoprefix in Portuguese" (Paulo Mosanio Teixeira Duarte). Diagrams, tables, charts, and scholarly references appear throughout the articles. [More] Descriptors: Applied Linguistics, Dialects, Foreign Countries, Grammar
(2012). Linguistic and Narrative Development in a Japanese-English Bilingual's First Language Acquisition: A 14-Year Longitudinal Case Study, International Journal of Bilingual Education and Bilingualism. In the seven decades since Leopold's groundbreaking 1939 study, there has been no longitudinal study covering more than two years of a Japanese bilingual subject's development. Despite the lack of longitudinal research, however, we have been broadly informed by the veritable outpouring of research on a short-term basis since the late twentieth century. This longitudinal study tracks a Japanese-English bilingual from childhood (4;09) into late adolescence (19;01). Data collected orally were analyzed in terms of fluency, accuracy, complexity, and vocabulary. By continuing through the late acquisition phase, we were also able to observe the development of the subject's growing ability to employ narrative structure, examining her nondominant language, English, from both the linguistic and narrative perspectives, to determine whether the nondominant language develops in a similar manner to monolinguals and/or to bilinguals who are acquiring two linguistically close languages. The results indicate that, even when exposure to the nondominant language is limited and the two languages are typologically distant from each other, the development of the nondominant language is similar or identical to that of a monolingual in core linguistic areas, and that a child acquiring two languages simultaneously is able to develop two separate languages–partially supporting the Separate Development Hypothesis. This support is not robust, however, because our subject showed some idiosyncratic errors and a unique narrative style, possibly due to L1 influence. The results also imply that extensive and intensive exposure to the nondominant language at or before a certain age may be essential to reach a level similar to monolinguals. [More] Descriptors: Longitudinal Studies, Late Adolescents, Monolingualism, Language Acquisition
(2012). Linguistic and Metalinguistic Outcomes of Intense Immersion Education: How Bilingual?, International Journal of Bilingual Education and Bilingualism. Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French. Measures of metalinguistic ability (letter fluency and ignoring semantic anomalies in sentence judgments) in French improved significantly over the two grades studied and closed the gap (letter fluency) or caught up with (sentence judgments) similar performance in English. This dissociation between developmental trajectories for linguistic and metalinguistic development is exactly the pattern expected for fully bilingual children, endorsing immersion education as a route to bilingualism. [More] Descriptors: Sentences, Immersion Programs, Metalinguistics, Semantics