Language Background Questionnaire Research Articles

Attention networks in multilingual adults who do and who do not stutter

ABSTRACT This study investigated whether multilinguals who stutter differ from multilinguals who do not stutter in terms of attention networks. Towards that end, it measured (a) performance differences in attention networks between multilinguals who stutter and those who do not stutter and (b) the correlation between stuttering characteristics and attention networks. Twenty-four multilingual Dutch-English speaking adults (20–46y), half of whom were diagnosed with stuttering, completed the Attentional Network Task (ANT) that evaluates the attention networks of alerting, orienting, and executive control. A language and social background questionnaire and a lexical decision task (LexTALE) assessed the participants’ language proficiency. The Stuttering Severity Instrument 4th Ed. and the Brief Version of the Unhelpful Thoughts and Beliefs About Stuttering Scale were used to evaluate stuttering characteristics. The two groups did not differ in the ANT in terms of reaction time and error rate scores. Furthermore, no differences were observed in the three attention networks between the groups. Lastly, no correlation was found between stuttering characteristics and attention networks. The results suggest that the attention abilities of multilinguals who stutter do not differ from multilinguals who do not stutter.

Brain gray matter morphometry relates to onset age of bilingualism and theory of mind in young and older adults

Lifelong bilingualism may result in neural reserve against decline not only in the general cognitive domain, but also in social cognitive functioning. In this study, we show the brain structural correlates that are associated with second language age of acquisition (L2AoA) and theory of mind (the ability to reason about mental states) in normal aging. Participants were bilingual adults (46 young, 50 older) who completed a theory-of-mind task battery, a language background questionnaire, and an anatomical MRI scan to obtain cortical morphometric features (i.e., gray matter volume, thickness, and surface area). Findings indicated a theory-of-mind decline in older adults compared to young adults, controlling for education and general cognition. Importantly, earlier L2AoA and better theory-of-mind performance were associated with larger volume, higher thickness, and larger surface area in the bilateral temporal, medial temporal, superior parietal, and prefrontal brain regions. These regions are likely to be involved in mental representations, language, and cognitive control. The morphometric association with L2AoA in young and older adults were comparable, but its association with theory of mind was stronger in older adults than young adults. The results demonstrate that early bilingual acquisition may provide protective benefits to intact theory-of-mind abilities against normal age-related declines.

Bidialectal variety switching: the effects of language use and social contexts

While previous research shows that bilinguals' ability to mix and switch between two separate languages is influenced by both cross-language similarity and language use contexts, little attention has been paid to bidialectal populations. Given the linguistic and sociolinguistic differences between bilingualism and bidialectalism, it is thus unclear to what extent mechanisms underlying bidialectal variety switching resemble those underlying bilinguals. To investigate the effects of cross-variety phonological distance and variety use contexts on variety switching, we tested two groups of Chinese speakers in a bidialectal auditory word recognition task. Both groups speak a regional dialect (Chengdu Mandarin or Cantonese) as their native language and are also highly proficient in Standard Mandarin. Participants' language background and linguistic experience are collected by a language background questionnaire. Mixing and switching between two varieties are costly for bidialectal speakers in comprehension. Mixing costs can be attributed to variety switches instead of the mere presence of a mixed-variety context. While variety switch and mixing costs are not influenced by cross-variety phonological distance, they are modulated by variety dominance and habitual variety use contexts. This study highlights the similarities between bidialectals and bilinguals in language processing, as well as the significance of recognizing between- and within-group differences in conducting psycholinguistics research with multilingual populations.

Production of English Vowel Contrasts in Spanish L1 Learners: A Longitudinal Study

The present study undertakes a longitudinal examination of forty postgraduate students, native Spanish speakers, during their first year at a UK university. The research focuses on both individual and collective progress in mastering distinctions within English vowel pairs (/iː/-/ɪ/, /ɪ/-/e/, and /uː/-/ʊ/), with a specific focus on adaptations towards achieving native-like English vowel pronunciation, particularly in terms of vowel quality. Prior research indicates that adult Spanish learners encounter difficulties in mastering the intricate linguistic nuances presented by English. The methodology involved recording Spanish-speaking participants reading a list of words (CVC context) at three different time points over a year. The analysis was based on formant frequencies using Praat, and Euclidean distances were calculated to represent the degree of separation between each pair of vowels. Information about external factors potentially influencing the development of vowel productions among speakers was gathered through a language background questionnaire. The outcomes suggested varying rates of advancement within the group, which could be attributed to the diverse levels of exposure and interaction with native English speakers during their year of study in the UK. These results affirm the learning processes in adult L2 production, emphasizing the critical role played by both the quantity and quality of time in the assimilation of pronunciations to novel L2 segments.

27 Examining the Relationship Between Spanish-English Bilingualism and Digit Span Performance

Objective:Bilingualism has shown to have significant implications for neuropsychological assessment, namely, the Digit Span task. Moreover, bilingual individuals have been shown to exhibit both advantages and disadvantages on Digit Span; however, the relationship between bilingualism and performance on this subtest is poorly understood. This research aims to better understand how Hispanic Spanish-English bilinguals perform on this commonly administered working memory subtest.Participants and Methods:Participants included 82 Hispanic Spanish-English bilinguals [Age: M=29.11 (SD=6.369); Education: M=15.68 (SD=2.255); 53.7% female]. The participants completed the Language and Social Background Questionnaire (LSBQ; composite factor scores) and the Wechsler Adult Intelligence Scale -Fourth Edition (WAIS-IV) Digit Span (raw scores) subtest via Zoom, an online video conferencing platform. A hierarchical multiple regression analysis was utilized to predict participants’ Digit Span performance based on their LSBQ composite factor scores. Hierarchical multiple regression analyses were conducted using SPSS Version 27.Results:LSBQ composite factor scores significantly predicted Digit Span Forward, F (3, 78) = 1.835, p < 0.43 (R2 = .030) and Longest Digit Span Forward, F (1, 78) = 4.02, p < 0.48 (R2 = .041) scores. LSBQ composite factor scores did not significantly predict Digit Span Backward, F (3, 78) = .344, p = .941, Digit Span Sequencing, F (3, 78) = .598, p = .731, Digit Span Total, F (3, 78) = .440, p = 0.296, Longest Digit Span Backward, F (3, 78) = .510, p = .666, or Longest Digit Span sequencing F (3, 78) = .200, p = .751 scores.Conclusions:Results suggest that Hispanic Spanish-English bilinguals perform worse on Digit Span Forward and Longest Digit Span Forward as their bilingual experiences increase. However, bilingual experiences did not significantly predict Digit Span Backward, Digit Span Sequencing, Digit Span Total, Longest Digit Span Backward, or Longest Digit Span Sequencing scores. The contrasts in Digit Span performance may be attributed to the different ways in which each condition of the subtest is cognitively processed. Therefore, clinicians and researchers should use caution when interpreting test data for Digit Span with Hispanic Spanish-English bilinguals.

Language and culture in health communication in an emergency context: do health practitioners and patients talk differently about uncertainty and risk?

ObjectiveTo explore how expressions of uncertainty are used and understood by patients and their health practitioners (HPs) in language-concordant vs. language-discordant consultations and to invoke CAT to identify the use of communication strategies, with a focus on HPs.MethodsThis qualitative study encompassed 15 transcribed video and audio recordings of medical consultations between monolingual and bilingual patients and HPs captured in an Australian Emergency Department (ED). HPs and patients also completed a Language Background Questionnaire (LBQ). The main outcome measures included the number and type of expressions of risk and uncertainty used by patients and HPs and the strategies used by HPs to accommodate their patients' conversational needs.ResultsA total of 15 representative conversations were analyzed, involving two bilingual and two monolingual HPs and 14 patients (of whom five were bilingual). All conversations contained epistemic expressions (e.g., probably), which were used more frequently by patients and more often by bilingual patients. HPs accommodated the patients effectively overall, but some bilingual patients showed difficulties in their understanding.ConclusionAll interlocutors expressed uncertainty to varying degrees. The greater use of uncertainty expressions by (bilingual) patients suggests that HPs could increase their communicative effectiveness by attending specifically to their patients' uncertainty talk. Such talk may reflect a need for reassurance. For culturally and linguistically diverse patients, it may reflect issues with comprehension.

Documenting heritage language experience using questionnaires.

There exists a great degree of variability in the documentation of multilingual experience across different instruments. The present paper contributes to the "methods turn" and individual differences focus in (heritage) bilingualism by proposing a comprehensive online questionnaire building on existing questionnaires and the experience of using them to document heritage bilingualism: the Heritage Language Experience (HeLEx) online questionnaire. HeLEx is validated against and contrasted to an extended version of the Language and Social Background Questionnaire designed for heritage speakers (HSs), LSBQ-H. We compare data elicited with both questionnaires in turn from a group of Turkish HSs (n = 174, mean age=32). Our validation focuses on traditional language background variables, including language exposure and use, language proficiency, language dominance, as well as a more novel measure of language entropy. The analyses are based on a subset of key questions from each questionnaire that capture language experience for up to five languages, four modalities, and five social contexts. In a subsequent set of analyses, we explore the impact of different types of response scales, response mechanisms, and manners of variable derivation on the informativity of the data they can provide, in terms of the scope, granularity and distributional properties of the derived measures. Our results show that both HeLEx and LSBQ-H are successful at detecting the important distributional patterns in the data and reveal a number of advantages of HeLEx. In the discussion, we consider the impact of methodological choices regarding question phrasing, visual format, response options, and response mechanisms. We emphasize that these choices are not trivial and can affect the derived measures and subsequent analyses on the impact of individual differences on language acquisition and processing.

Language athletes: Dual-language code-switchers exhibit inhibitory control advantages.

Recent studies have begun to examine bilingual cognition from more nuanced, experienced-based perspectives. The present study adds to this body of work by investigating the potential impact of code-switching on bilinguals' inhibitory control abilities. Crucially, our bilingual participants originated from a predominantly dual-language environment, the interactional context which is believed to require (and therefore, potentially train) cognitive control processes related to goal-monitoring and inhibition. As such, 266 French Canadian bilinguals completed an online experiment wherein they were asked to complete a domain-general (Flanker) and a language-specific (bilingual Stroop) inhibitory control task, as well as extensive demographic and language background questionnaires. Stepwise multiple regressions (including various potential demographic and linguistic predictors) were conducted on the participants' Flanker and Stroop effects. The results indicated that the bilinguals' propensity to code-switch consistently yielded significant positive (but unidirectional) inhibitory control effects: dual-language bilinguals who reported more habitual French-to-English switching exhibited better goal-monitoring and inhibition abilities. For the language-specific task, the analysis also revealed that frequent unintentional code-switching may mitigate these inhibition skills. As such, the findings demonstrate that dual-language code-switchers may experience inhibitory control benefits, but only when their switching is self-reportedly deliberate. We conclude that the bilinguals' interactional context is thus of primary importance, as the dual-language context is more conducive to intentional code-switching. Overall, the current study highlights the importance of considering individualistic language experience when it comes to examining potential bilingual executive functioning advantages.

Dominance, Language Experience, and Increased Interaction Effects on the Development of Pragmatic Knowledge in Heritage Bilingual Children

Abstract We investigate whether dominance, language experience, and increased interaction have an effect on the development of heritage bilingual children’s knowledge of the discourse-pragmatic constraints guiding null and overt subjects. A group of child heritage bilinguals (n = 18, mean age = 5;5) and comparison groups of adults: Mexican Spanish monolinguals (n = 15), heritage bilinguals in the United States (n = 16), and English monolinguals in the United States (n = 16) completed a language background questionnaire, a portion of the Bilingual English-Spanish Assessment (BESA) in English and Spanish, a forced-choice task (FCT) in Spanish, and two acceptability judgment tasks (AJT s): one in English and one in Spanish. Results showed that heritage children and adults pattern similarly and differently from adult monolinguals. Increased interaction at home has a positive effect on accuracy in the pragmatic conditions that license null subjects in Spanish without affecting overt subject patterns in English, the dominant language.

Gender strategies in the perception and production of mixed nominal constructions by New Mexico Spanish-English bilinguals

This study investigated gender assignment strategies in mixed noun phrases containing a Spanish determiner and an English noun among Spanish-English bilinguals (n = 38) in New Mexico (U.S.A.). Previous research has reported different gender assignment strategies based on a preference for a default determiner, the gender of the translation equivalent, or shape-based cues from the other language. The present study consisted of (i) a language background questionnaire, (ii) a two-alternative forced-choice judgment task, and (iii) two director-matcher tasks: a forced-switch task and a spontaneous card game. The results of the judgment task indicate that participants preferred the gender of the translation equivalent, i.e., la window ‘the.FEM window’ following the gender of the Spanish noun la ventana. Results from the production tasks also show that participants produced both gender congruent and incongruent mixed NPs, with Late English bilinguals producing more congruent mixed NPs, similar to the translation equivalent strategy found in the judgment task. These findings differ from those found in naturalistic speech in other New Mexican communities, which display a preference for a masculine default strategy. We suggest that the nature of participants’ bilingual profile and the community norms (urban setting, heterogeneous and diverse language contact profiles) may play a key role in the observed code-switching patterns in mixed noun phrases.

Complex transfer processes in multilingual language (L3/Ln) acquisition of Spanish past tenses: the role of non-native language (L2) transfer

ABSTRACT Research has shown that non-native background languages (L2s) can play an important role in the acquisition of an L3/Ln. However, only a few studies have focussed on positive transfer from an L2 to an L3/Ln in the context of multilingual language acquisition of Romance past tenses. The present study therefore analyses the acquisition of perfective/imperfective aspect in Spanish by 58 German-speaking multilingual learners with previous linguistic knowledge in two L2s (i.e. English and French). Data were elicited by means of a language background questionnaire, a c-test (for proficiency measures in Spanish), and three semantic interpretation tasks (used to determine the participants’ knowledge of aspect in the L2s and the target language). The findings indicate that the learners transfer the form-meaning-mappings established in (one of) their L2s, resulting in positive effects when form-meaning-mappings between the L2 and the target language(s) are similar.

An acoustic examination of English fricative production by Korean- and Farsi-English bilinguals: The role of language- and orthographic-specific effects

Recent work has shown that exposure to orthographic effects can promote first-language (L1) phonological transfer. However, it is relatively unknown whether orthographic effects persist in highly proficient bilinguals. Here, we examined how L1 orthographic depth (regularity in grapheme-phoneme correspondences) modulated Korean-English and Farsi-English bilinguals’ (n = 25 each) production of fricatives in English words (e.g., <mellow> /ˈmeloʊ/ vs. <melon> /ˈmelən/). Native English speakers (n = 25) served as a control group. Because fricatives are produced as geminate sounds in both Korean and Farsi, we expected L1-based transfer. Participants completed four tasks: an eye-movement reading task, word-naming task, cloze test, and language background questionnaire. The stimuli were controlled for word frequency, word length, number of syllables, and stress. We expect language-specific differences, corroborating previous neuro-linguistic evidence that shallow and deep orthographies differentially rely more heavily on phonological and lexical pathways, depending on language-specific demands. To explore this aspect, we employed an acoustic classification method for fricatives extracting cepstral coefficients and using HMMs to divide the sounds in regions based on their internal variance, aimed at determining whether fricatives produced by different groups can be classified correctly. This work has implications for both second-language (L2) speech learning models and classroom instruction.

The Effect of Task Modality in Heritage Bilingualism Research

Knowledge of the effects of task design features on linguistic performance is essential to obtain the right conclusions in linguistic research. Several studies have explored the effects of task modality in second language learners (Johnson, 1992; Murphy, 1997; Shiu, Yalçın, & Spada, 2018). These studies showed that L2 learners perform better when the stimulus is presented in written form compared to aural form. However, the effect of task modality in linguistic performance is an area that needs exploration in the field of heritage bilingualism research (Jegerski, 2018). Thus, the purpose of this study is to determine the effects of task modality on linguistic performance in heritage bilinguals. Participants in this study included 63 heritage bilinguals divided into high- and low-proficiency groups. All participants completed a proficiency test, a language background questionnaire, an aural speeded acceptability judgment task, and a written speeded acceptability judgment task. The statistical analysis revealed a significant effect of task modality on linguistic performance. High-proficiency heritage bilinguals performed significantly better (i.e., shorter reaction times) when the stimuli were presented in aural form. The results of this study contribute to the existing body on research methods in linguistic and specifically, to the effects that design features may have on linguistic performance in heritage bilinguals.

How to quantify bilingual experience? Findings from a Delphi consensus survey

AbstractWhile most investigations of bilingualism document participants’ language background, there is an absence of consensus on how to quantify bilingualism. The high number of different language background questionnaires used by researchers and practitioners jeopardises data comparability and cross-pollination between research and practice. Using the Delphi consensus survey method, we asked 132 panellists (researchers, speech and language therapists, teachers) from 29 countries to rate 124 statements on a 5-point agreement scale. Consensus was pre-defined as 75% agreement threshold. After two survey rounds, 79% of statements reached consensus. The need for common measures to quantify bilingualism was acknowledged by 96% of respondents. Agreement was reached to document: language exposure and use, language difficulties, proficiency (when it cannot be assessed directly), education and literacy, input quality, language mixing practices, and attitudes (towards languages and language mixing). We discuss the implications of these findings for the creation of a new tool to quantify bilingual experience.

L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency

Abstract Research has shown that many factors influence the transfer process in L3 acquisition (e.g., language distance, L2-status, proficiency in the L2/L3). Regarding the L2/L3 acquisition of aspect, a lot of research on the influence of the L1 has been conducted; however, to date, only a very limited amount of studies has analysed the influence an L2 exerts on the acquisition of aspect in an L3. The present study, therefore, focuses on L3 acquisition of perfective/imperfective aspect. We investigated 109 German-speaking learners of L3 Spanish with previous linguistic L2 knowledge in English. Data were elicited by means of a language background questionnaire, a c-test for overall proficiency measures in the L3, an oral retelling of two picture-based narratives, and two semantic interpretation tasks to measure the participants’ knowledge of aspect in the L2 and the L3 (i.e., analytic proficiency). The findings provide empirical evidence that L2 English positively influences the acquisition of aspect in L3 Spanish if structural similarities between the L2 and the L3 exist. However, positive L2 transfer seems to depend on L2 and L3 proficiency levels.

The effects of habitual code-switching in bilingual language production on cognitive control

AbstractThis study explored how bilingual code-switching habits affect cognitive shifting and inhibition. Habitual code-switching from 31 Mandarin–English bilingual adults were collected through the Language and Social Background Questionnaire (Anderson, Mak, Keyvani Chahi & Bialystok, 2018) and the Bilingual Switching Questionnaire (Rodriguez-Fornells, Krämer, Lorenzo-Seva, Festman & Münte, 2012). All participants performed verbal and nonverbal switching tasks, including the verbal fluency task, a bilingual picture-naming and colour-shape switching task. A Go/No-go task was administered to measure the inhibitory control of participants.Frequent bilingual switchers showed higher efficiency in both English to Chinese verbal switching and nonverbal cognitive shifting. Additionally, bilinguals with intensive dense code-switching experience outperformed in the Go/No-go task. In general, the study revealed the connections between bilinguals’ intensity of single-language context experience and goal maintenance efficiency, which partially supported the Adaptive Control Hypothesis’ prediction (Green & Abutalebi, 2013). Besides, it also indicated the facilitations of bilinguals’ dense code-switching experience on their conflicts monitoring and response inhibition.

Acquiring the language of instruction: Effect of home language experience

AbstractThe study followed 6-year-old children in Canadian French Immersion for three years to investigate the effect of home language background on acquisition of French, the language of schooling. None of the children knew French before beginning the program. French proficiency was indicated by French vocabulary and verbal fluency tasks. A language background questionnaire was used to (a) assign children to monolingual or bilingual groups and (b) provide a continuous score for degree of bilingual experience. Categorical analyses showed bilingual children had smaller English vocabulary than monolingual children when they entered the program. For French vocabulary, categorical comparisons revealed no language group differences in the first two years but higher French scores for bilingual children in the third year. In contrast, analyses of the continuous scores revealed a relation between more bilingual experience and higher French vocabulary throughout. Similarly, categorical analyses of verbal fluency results indicated no significant language group differences for either semantic or phonological fluency, but continuous analyses of semantic fluency showed an association between more bilingual experience and better outcomes in each year. These results suggest that language experience impacts progress in learning the language of schooling and that different analytic approaches reveal different aspects of the pattern.

Bilingualism and Healthy Aging: Onset Age of Bilingualism as a Predictor of Older Adult Theory of Mind

The ability to understand and speak more than one language (i.e., bilingualism) may protect against age-related cognitive deterioration (Abutalebi et al., 2015). While there is mounting evidence suggesting that bilingualism confers advantages in domain-general cognitive abilities in late adulthood (see Bialystok, 2017, for a review), few studies have investigated the influences of bilingualism on socio-cognitive abilities such as theory of mind (ToM) in the normal aging process. Thus, in this study, we examine how bilingualism factors (i.e., onset age of bilingualism, language balance, and diversity in language use) are associated with individual differences in ToM in healthy older adult bilinguals aged 58-79 (N=44). ToM abilities were assessed using the Theory-of-Mind Task Battery (Hutchins et al., 2008), where participants viewed vignettes and answered questions about the protagonists’ cognitive and affective mental states. All participants completed a self-report language background questionnaire and the Montreal Cognitive Assessment (MoCA) test as a measure of general cognitive ability. Results revealed that better ToM was negatively correlated with participants’ chronological age (r=-.43, p=.004) and the onset age of second-language acquisition (r=-.41, p=.006), but not language balance and diversity (ps>.40). Partial regression analyses showed that earlier onset age of bilingualism predicted better ToM performance (β=-.40, p=.009), even after controlling for age, education, and general cognitive ability. These findings suggest that bilingual language experience, particularly earlier exposure to a second language, may provide benefits to older adults in preserving their ability to understand others’ mental states, acting as a cognitive reserve against age-related declines in socio-cognitive functions.

Lifelong bilingualism and mechanisms of neuroprotection inAlzheimer dementia.

Lifelong bilingualism is associated with delayed dementia onset, suggesting a protective effect on the brain. Here, we aim to study the effects of lifelong bilingualism as a dichotomous and continuous phenomenon, on brain metabolism and connectivity in individuals with Alzheimer's dementia. Ninety‐eight patients with Alzheimer's dementia (56 monolinguals; 42 bilinguals) from three centers entered the study. All underwent an [18F]‐fluorodeoxyglucose positron emission tomography (PET) imaging session. A language background questionnaire measured the level of language use for conversation and reading. Severity of brain hypometabolism and strength of connectivity of the major neurocognitive networks was compared across monolingual and bilingual individuals, and tested against the frequency of second language life‐long usage. Age, years of education, and MMSE score were included in all above mentioned analyses as nuisance covariates. Cerebral hypometabolism was more severe in bilingual compared to monolingual patients; severity of hypometabolism positively correlated with the degree of second language use. The metabolic connectivity analyses showed increased connectivity in the executive, language, and anterior default mode networks in bilingual compared to monolingual patients. The change in neuronal connectivity was stronger in subjects with higher second language use. All effects were most pronounced in the left cerebral hemisphere. The neuroprotective effects of lifelong bilingualism act both against neurodegenerative processes and through the modulation of brain networks connectivity. These findings highlight the relevance of lifelong bilingualism in brain reserve and compensation, supporting bilingual education and social interventions aimed at usage, and maintenance of two or more languages, including dialects, especially crucial in the elderly people.

Native-Like Performance of Pragmatic Features: Speech Acts in Spanish

Abstract This study had as its goal to investigate how nonnative speakers (NNSs) of Spanish were able to perform pragmatics which in various ways resembled that of native speakers (NSs). The study focused on three advanced NNSs of Spanish who had contributed data six years earlier to a corpus of NS and NNS speech acts of complimenting, apologizing and refusing. The purpose was to do a contrastive analysis comparing the pragmatic performance of NNSs and NSs in order to capture both similarities and areas where highly competent NNSs displayed knowledge gaps, however subtle. The subjects responded to a language background questionnaire regarding their learning of Spanish and also completed a learning style preference survey. They were then asked to revisit their earlier performance in pragmatics from the corpus data and to describe the strategies that they used to produce their highly-rated performance in Spanish pragmatics at that time. The findings revealed ways in which the three subjects differentially imitated NS behavior, and provided insights as to how they arrived at native-like behavior in their facial expressions, use of clicks, physical contact practices, colloquial language, and cursing. The subjects’ reported learning style preferences appeared to be generally consistent with the strategies that they reported using for dealing with the pragmatic features of interest, such as the way that they dealt with cursing.