Proficiency predictors in sequential bilinguals : the proficiency puzzle /
Lynette Austin, Arturo E. Hernandez, John W. Schwieter.
Bok Engelsk 2019 · Electronic books.
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| Omfang | 1 online resource (87 pages) : : digital, PDF file(s).
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| Utgave | 1st ed.
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| Opplysninger | Title from publisher's bibliographic system (viewed on 26 Mar 2019).. - Cover -- Title page -- Copyright page -- Proficiency Predictors in Sequential Bilinguals: The Puzzle of Proficiency -- Contents -- 1 What Are the Key Concepts? -- 1.1 Variables Related to Bilingual Language Proficiency -- 2 What Are the Main Branches of Research? -- 2.1 Not Two Monolinguals in One Brain -- 2.2 Neural Correlates of Bilingualism -- 2.3 Cognitive Functioning, Bilingualism, and Linguistic Interdependence -- 2.4 A Bilingual "Disadvantage"? Language-Specific Skills in Bilinguals -- 3 What Are the Key Readings? -- 3.1 Age of L2 Acquisition and Learning -- 3.1.1 Primary Questions Regarding L2 Acquisition -- 3.1.2 How Important Is Age of Acquisition? -- 3.1.3 Age of Acquisition and the Critical Period Hypothesis for L2 Acquisition -- 3.2 Age of L2 Acquisition and L1 Attrition -- 3.3 Age of L2 Acquisition and Cognitive/Cortical Effects in Bilinguals -- 3.3.1 Evidence from Neurophysiological Research -- 3.3.2 Evidence from Cognitive Research -- 3.3.3 Other Influencing Factors -- 3.4 Language Use and Linguistic, Cognitive, and Cortical Effects -- 3.4.1 Language Use and L2 Learning -- 3.4.2 Language Use and L1 Attrition or Loss -- 3.4.3 Language Use and Cognitive/Cortical Effects in Bilingual Speakers -- 3.5 The Effects of L1 on L2 Acquisition and Proficiency -- 3.5.1 L1 Effects on L2 Linguistic Behaviors -- 3.5.2 L1 Impact on L2: Cognitive and Cortical Evidence -- 3.5.3 The BICS/CALP Model of Language Proficiency: L1 to L2 Effects? -- 4 What Are the New Avenues for Research? -- 4.1 Research Design Challenges in Studying Bilingual Language Proficiency -- 4.2 CALP as a Continuous Variable -- 4.3 Purpose and Design of the Exploratory Study -- 4.3.1 Participants -- 4.3.2 Instruments Used for Predictor Variables -- 4.3.2.1 Age of Acquisition -- 4.3.2.2 Language Exposure (early) and Use (Recent/Current).. - 4.3.2.3 Cognitive and Academic Language Proficiency -- 4.3.2.4 Perceptual/Thinking Skills -- 4.3.3 Instruments Used for Language Outcome Measures -- 4.3.3.1 English Accent -- 4.3.3.2 English Regular and Irregular Past Tense Production -- 4.4.3.3 Spanish Verb Production -- 4.3.3.4 Cognitive and Academic Language Proficiency -- 4.4 Procedures -- 4.5 Results -- 4.5.1 Research Question 1: Accent in L2 -- 4.5.2 Research Question 2: English Regular and Irregular Past Tense -- 4.5.3 Research Question 3: Advanced Spanish Verb Production -- 4.5.4 Research Question 4: English CALP -- 4.5.5 Research Question 5: Spanish CALP -- 5 What Are the Implications for SLA, Bilingualism, and Pedagogy? -- 5.1 The Interaction of the Predictor Variables with Bilingual Language Outcomes -- 5.1.1 Age of Arrival and Bilingual Language Skills -- 5.1.2 Language Exposure/Use and Bilingual Language Skills -- 5.1.3 L1 Proficiency and L2 Acquisition -- 5.2 A Chronological Model of Bilingual Language Skill Predictors -- 5.3 Limitations of the Study -- 5.4 Directions for Further Research -- 5.5 Theoretical Frameworks for the Interpretation of Results -- 5.6 Implications for Bilingual Families and Educators -- 5.7 Implications for Language Assessment andDiagnosis of Language Disorders -- 6 Conclusion: Moving Away from a Deficiency View of Bilingual Language Skills -- Appendix A Language Background Questionnaire (adapted from Flege & -- MacKay, 2004) -- Appendix B Accent Rating Paragraph -- Appendix C English Past Tense Production Test (items administered in random order) -- Appendix D Spanish Verb Test -- References.. - This Element provides an overview of research considering variables deemed to impact bilingual language acquisition, and highlights research outcomes from a variety of disciplines. An exploratory study takes into account these variables and examines the language acquisition of adult Spanish-English bilinguals across a range of domains in their two languages. The results demonstrate that the highly interactive nature of bilingual speakers' languages is in line with a holistic view of the dynamic, interdependent nature of bilingualism as described by usage-based theories and dynamic systems theories, and by the conceptualization of bilingual language from a Dynamic Interactive Processing Perspective.
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| ISBN | 1-108-64139-3
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