Abstract
This paper analyzes the comparability of language dominance assessments with the purpose of determining whether they yield similar results. Language dominance is an important construct in the field of bilingualism as it allows for a more thorough classification of bilinguals and is thought to play a role in both bilingual production and perception. Yet, there is no unified methodology for assessing language dominance. To that end, we ask the following research question: Do different language dominance measures predict the results of one another? Twenty-nine Spanish/English early bilinguals completed four language dominance assessments. Results indicate that three of the four assessments are highly correlated with each other while the fourth, a repetition task, is not significantly correlated with any of the assessments. Further, twenty of the participants were categorized differently across the individual measures; the more “balanced” a bilingual was, the greater likelihood of being categorized differently. These results indicate that certain language dominance assessments are not comparable with one another and suggest that it could be the case they do not even measure the same variable.
Highlights
The aim of this paper is to examine the comparability of different language dominance assessments in their ability to identify and classify bilinguals with respect to a dominant language.Language dominance, or “observed asymmetries of skill in or use of one language over the other”(Birdsong 2014, p. 374), is a factor that is used by researchers to account for and explain variation in bilingual behavior
Our research question asked whether different language dominance assessments predict the results Our of one another with respect to the classification of a bilingual’s dominant language
This research question asked whether different language dominance assessments predictIn the section, dominance and classification distribution for eachlanguage
Summary
The aim of this paper is to examine the comparability of different language dominance assessments in their ability to identify and classify bilinguals with respect to a dominant language.Language dominance, or “observed asymmetries of skill in or use of one language over the other”(Birdsong 2014, p. 374), is a factor that is used by researchers to account for and explain variation in bilingual behavior (i.e., production, perception, processing, etc.). 374), is a factor that is used by researchers to account for and explain variation in bilingual behavior (i.e., production, perception, processing, etc.). Language dominance has been used to account for variation in studies including but not limited to: the production and perception of mid vowel contrasts (Amengual and Chamorro 2015), differences in voice onset time (VOT) in codeswitching contexts (Antoniou et al 2011; Tsui et al 2019), use of null/overt pronominal subjects and pre/post overt subjects (Argyri and Sorace 2007), child bilingual acquisition (Yip and Matthews 2006), and codeswitching patterns (Pérez-Leroux et al 2014). Even though language dominance is an important factor in bilingualism research, there is currently no unified method for assessing language dominance in the field. The studies that have examined language dominance as a factor in bilingual behavior have produced contradictory results
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
