Individual Language Research Articles

Individual English Proficiency, Community Language Resources, and Immigrants’ Employment in Western New York: Evidence from the American Community Survey

This study examines associations between the ability to speak English, community language resources, and employment among immigrants in Western New York, United States. Building on existing literature that demonstrates the importance of individual human capital (English proficiency), social networks, and ethnic community resources in immigrants’ labor market outcomes, we introduce the concept of community-level language resources as a facilitator of immigrants’ economic integration. Using data from the American Community Survey and a measure of community language resources (the percentage of bilinguals among people speaking the same language in a community), we find that greater community language resources are associated with a significant increase in the likelihood of being employed for immigrant men with limited English proficiency. Regression analyses also show that neither individual English proficiency nor community language resources are significantly associated with immigrant women's probability of being employed. This study calls for attention to community language resources and individual human capital when designing research on and developing policies for immigrant populations. Findings also show the need for a gender-aware approach to research and practice with immigrant communities.

Language practices in multilingual writing processes – Supporting reflection in a complex modern world

This article presents and discusses a model for the reflection of language practices in (academic) writing processes: The Resources Interrelations Model (RIM) aims at a deeper understanding of the functional application of language resources in (demanding) text production. It addresses influence factors that interfere with individual language practices and locates them on four layers: First, the writing process and its situational demands, second, individual attitudes, goals, and motivation, third, individual language and writing biographies and fourth, societal background (including the ongoing technology development and AI tools). The RIM is a theoretical model; however, it is inspired by empirical research in the PROSIMS project. In my article, I present and describe the RIM and its four layers, sketch its points of departure, and locate the model in its interdisciplinary discursive context, in particular referring to process-oriented writing research and research on multilingualism (including poststructuralist criticism of language categories). Additionally, I outline the relevance of such a model as a starting point for further research and a base for the (self-) reflection of writing processes. As the model focuses on the interrelation of influence factors (instead of specific writing strategies), it is open for individual and situational variation and for the dynamic changes in a complex modern world, while at the same time providing a framework for systematic analysis.

Spanish Heritage Language Learners' Reading Accuracy and Spelling Difficulties

Spelling has been recognized as a challenging aspect of literacy for Spanish Heritage Language Learners (SHLLs). This study examines the relationship between reading and spelling accuracy, with a specific focus on the vowel e, in monophthongs and diphthongs. A total of forty-five participants completed the Bilingual Language Profile and a reading task involving the contrast between monophthongs and diphthongs in real words and pseudowords. The results of the study indicate that participants encountered greater difficulties in accurately reading the vowel e when it appeared in a diphthong (ie) than when it appeared in a monophthong. Moreover, participants’ reading abilities were subject to a lexicality effect and hindered by limited phonological awareness and decoding skills. The paper further explores the connections between individual language dominance factors and literacy measures.

Integrating Embeddings from Multiple Protein Language Models to Improve Protein O-GlcNAc Site Prediction

O-linked β-N-acetylglucosamine (O-GlcNAc) is a distinct monosaccharide modification of serine (S) or threonine (T) residues of nucleocytoplasmic and mitochondrial proteins. O-GlcNAc modification (i.e., O-GlcNAcylation) is involved in the regulation of diverse cellular processes, including transcription, epigenetic modifications, and cell signaling. Despite the great progress in experimentally mapping O-GlcNAc sites, there is an unmet need to develop robust prediction tools that can effectively locate the presence of O-GlcNAc sites in protein sequences of interest. In this work, we performed a comprehensive evaluation of a framework for prediction of protein O-GlcNAc sites using embeddings from pre-trained protein language models. In particular, we compared the performance of three protein sequence-based large protein language models (pLMs), Ankh, ESM-2, and ProtT5, for prediction of O-GlcNAc sites and also evaluated various ensemble strategies to integrate embeddings from these protein language models. Upon investigation, the decision-level fusion approach that integrates the decisions of the three embedding models, which we call LM-OGlcNAc-Site, outperformed the models trained on these individual language models as well as other fusion approaches and other existing predictors in almost all of the parameters evaluated. The precise prediction of O-GlcNAc sites will facilitate the probing of O-GlcNAc site-specific functions of proteins in physiology and diseases. Moreover, these findings also indicate the effectiveness of combined uses of multiple protein language models in post-translational modification prediction and open exciting avenues for further research and exploration in other protein downstream tasks. LM-OGlcNAc-Site’s web server and source code are publicly available to the community.

Excavation of the Suspect's Identity by Analysis of the Speaker Profiling Case Evidence of Fake Voice Recordings

Technological developments, especially in AI applications, allow someone to commit criminal acts by changing other people's voices. This study implements forensic linguistics by comparing data sources on the audio of Lesti (L) and Rizky Billar (RB) to ensure the originality of the sounds. The Speaker Profiling method with aural-perception analysis is used because there is no valid comparative evidence, so the audio comparison is taken from the L and RB platforms published to the public. This research resulted in two different aspects of each audio: phonetics and acoustics. These two aspects show the two audio sources' differences in pronunciation, emphasis, frequency, and tone. As a result, the vote is identified as a hoax. This research can demonstrate the use of software to help identify individual language profiles; it contributes to the development of applied linguistics, especially as a legal aid tool. Researchers hope that there will be further research from other linguists that will address more benefits of using AI / Corpus technology as a linguistic analysis tool, both with spoken and written data.

Mining the English application learning patterns of college students based on time series clustering

As a convenient learning tool in the We Media era, mobile apps have been paid more and more attention by college students because of their accompanying timeliness and practicality. With the increasing number of English learning apps, many such apps provide college students with new ways to obtain learning resources and diversified learning modes. The related research in the field of mobile-assisted language learning at home and abroad has developed over nearly 20 years, basically following the route from theory to application in practice, but there have been few process studies on learners’ individual language skill learning behaviors based on mobile platform data. In this study, the time series clustering method was adopted, and the learning behavior of college students in an English vocabulary learning app in China was selected for data mining. Firstly, taking the “single-day memorization amount” as the measurement index, the memorization records of college students in the whole use cycle were extracted and processed into trajectory data, and the KmL algorithm was used to cluster the trajectory of the memorization amount in the time series. According to the intra-class average trajectory, the characteristics of learning behavior changes among the different college students are summarized, and two learning modes are depicted. Secondly, through the experimental analysis, it was found that adopting the English learning model three weeks before an exam can effectively stimulate college students and improve their willingness to learn and continue using the app.

“Le fransè ke chparl ègzist”: Translanguaging in the Work of Katalin Molnár

Abstract The works of Franco-Hungarian Katalin Molnár (1951–) stand in stark contrast to most modern-day translingual writing in France. Inspired by her avant-garde aesthetics and migration experience, Molnár radically defamiliarizes French through Hungarian syntax, phonetic orthography, and visual modalities. This article examines her work through the critical lens of translanguaging—a practice that draws on the speaker’s internal linguistic inventory without differentiating between external, socio-politically defined individual languages (Otheguy et al.). Through translanguaging, Molnár subverts a common translingual practice of thematizing a language-learning path into French. Instead of witnessing her linguistic journey from a safe distance, francophone readers are placed into a language experience of their own, which invites empathy and a change of perspective. Molnár’s visual and linguistic defamiliarization of French moves her texts beyond the dichotomous native/foreign paradigm, inducing readers to participate in the co-creation of a multimodal language that melds the author’s ethical and aesthetic concerns.

A systematic review of neuroimaging approaches to mapping language in individuals.

Although researchers often rely on group-level fMRI results to draw conclusions about the neurobiology of language, doing so without accounting for the complexities of individual brains may reduce the validity of our findings. Furthermore, understanding brain organization in individuals is critically important for both basic science and clinical translation. To assess the state of single-subject language localization in the functional neuroimaging literature, we carried out a systematic review of studies published through April 2020. Out of 977 papers identified through our search, 121 met our inclusion criteria for reporting single-subject fMRI results (fMRI studies of language in adults that report task-based single-subject statistics). Of these, 20 papers reported using a single-subject test-retest analysis to assess reliability. Thus, we found that a relatively modest number of papers reporting single-subject results quantified single-subject reliability. These varied substantially in acquisition parameters, task design, and reliability measures, creating significant challenges for making comparisons across studies. Future endeavors to optimize the localization of language networks in individuals will benefit from the standardization and broader reporting of reliability metrics for different tasks and acquisition parameters.

Is Research on Augmentative and Alternative Communication Intervention With Children With Autism Spectrum Disorder Reflected in the Clinical Practice of Speech-Language Pathologists?

Purpose: Individuals with autism spectrum disorder (ASD) who have little to no functional speech require augmentative and alternative communication (AAC). Research on AAC intervention with individuals with ASD consistently indicates that teaching requesting skills has been the primary focus, with limited guidance on teaching social communication skills, despite the critical impact of these skills on language development. Furthermore, receptive language is typically not considered when measuring responsiveness to intervention. Thus, it is unclear how individuals with severely affected receptive language respond to current intervention techniques and whether these techniques support generalization of skills. The purpose of this qualitative study was to determine if clinical practice follows the patterns observed in the research literature and to learn more about how intervention techniques are impacting individuals in this population. Method: Thirteen practicing speech-language pathologists (SLPs) were interviewed to describe AAC intervention with this population. An interpretive phenomenological approach was used to analyze qualitative data and identify unique themes. Results: Seven primary themes emerged related to intervention targets, requesting, social communication, motivation, receptive language, perceived efficacy and challenges, and communication partners. Subthemes for each primary theme are described. Conclusions: Clinical practice resembles the research literature, as SLPs emphasize requesting and report the use of evidence-based strategies. However, SLPs reported a lack of guidance for teaching social communication, limited generalization of skills, and lack of AAC uptake by communication partners. Finally, SLPs may not consider individual receptive language abilities when making clinical decisions related to AAC. This article indicates a robust need to identify more effective AAC intervention methods that promote social communication, meet the needs of children with severely affected receptive language, and include families to improve outcomes.

The Use of Jordanian Arabic Possessive Pronouns by Children with Autism Spectrum Disorder

Aim. This study aimed to investigate the use of different Jordanian Arabic possessive pronouns by children with autism spectrum disorder (ASD) and explore the influence of their IQ on the usage of possessive pronouns and possessive adjectives. 
 Methods. The study employed a paired-choice preference assessment method adapted from Fisher et al. (1992). The sample consisted of 16 autistic children aged 11–15, divided into two groups based on their IQ: low (70–74) and high (76–80). The participants were presented with two stimuli and observed as they made choices and interacted with the selected stimulus. Preference percentages were calculated to determine their choices. The data analytics included descriptive statistics and t-tests to assess differences between groups. 
 Results. The findings revealed that children with autism struggled to use and produce all possessive pronouns effectively in both forms. Additionally, the results indicated a preference for possessive pronouns over possessive adjectives among the autistic participants. 
 Conclusions. Notably, the study highlights that the children’s IQ played a significant role in their usage and production of possessive pronouns. Based on these findings, it is recommended that interventions and educational programs for children with autism incorporate targeted teaching strategies for the proper use of possessive pronouns. These strategies should be tailored to the individual language and cognitive abilities of the child, considering their IQ level as an influencing factor.

The influence of culture and gender differences in communication: society’s perception

The study looked at how the differences in gender and the social setting affect society's perceptions of women’s ability to communicate as leaders. Research shows how culture influences individual thinking, language, communication, and behaviour. The study indicated that gender construct influences individuals’ attitudes, emotions, and behaviours. The same is true for assigned positions in society depending on gender and leadership position. The problem identified cultural aspects of leadership that represent variations in gender norms and communication styles for women in leadership and elements linked to sexual distinction. This article, therefore, focuses on the problems that culture influences gender communication. The research adopted a qualitative approach, a systematic analysis of the literature of the baseline data collected, forming part of a randomised controlled sample collection. The findings indicate the persistent gender discrepancies in communication in several contexts, as women prefer to use more concrete vocabulary in several contexts, emphasising how people can achieve goals, including specifics, and using terms that are easy to imagine. It is no mystery that we are in a period of transformation, and attitudes about sex and gender leadership are changing, therefore, understanding the problems of sexual difference and women’s ability to communicate in leadership can be addressed by creating and strengthening an adequate framework with the condition of a mentality change.

An adaptive system of foreign language training for an adaptive system of teaching a foreign language to students of pedagogical specialties: european experience

The individual characteristics of foreign language acquisition among students of pedagogical specialties and the selection of adaptive technologies considering these characteristics are examined in the article. An analysis of studies by methodological researchers that explores the psycho-physiological features of students' memory, thinking, attention, and the emotional sphere is provided. The article presents data on training students in pedagogical specialties based on the authors' developed learning model, utilizing adaptive educational technologies that consider individual language learning styles. Adaptive technologies such as communicative and audio-visual methods (AVM), personalized learning technologies, control-corrective teaching technologies (CCTT), business games, and adaptation-expansion-variation (AEV) learning technologies by both domestic and foreign authors are discussed. It is proven that students possess significant potential in intelligence and personality for effectively acquiring a foreign language in intensive learning conditions. For teachers, it is vital to select the appropriate adaptive technologies based on each student's group and individual characteristics. At the same time, educational institutions need to implement specific measures to support existing motivation and identify personal student traits that actively influence the learning process. Existing research conducted both in our country and abroad (mainly focusing on adaptive information systems) does not provide unanimous consensus on the effectiveness of the adaptive approach. Whether this is due to shortcomings in the conducted studies or the limitations of adaptive technologies remains to be seen as the adaptive approach is still in development. However, this method has shown effectiveness for students with certain levels of knowledge, skills, language abilities, and motivation when learning any foreign language. Other researchers in teaching foreign languages in pedagogical institutions can consider these results and develop their own variations of educational content within the framework of standard discipline programs. The more such studies are conducted, the faster this field of educational technology will be developed and the more promising its application will become clear. Additionally, the study can be extended toward developing electronic platforms based on existing content.

Natural language processing-driven framework for the early detection of language and cognitive decline

Natural Language Processing (NLP) technology has the potential to provide a non-invasive, cost-effective method using a timely intervention for detecting early-stage language and cognitive decline in individuals concerned about their memory. The proposed pre-screening language and cognition assessment model (PST-LCAM) is based on the functional linguistic model Role and Reference Grammar (RRG) to analyse and represent the structure and meaning of utterances, via a set of language production and cognition parameters. The model is trained on a DementiaBank dataset with markers of cognitive decline aligned to the global deterioration scale (GDS). A hybrid approach of qualitative linguistic analysis and assessment is applied, which includes the mapping of participants´ tasks of speech utterances and words to RRG phenomena. It uses a metric-based scoring with resulting quantitative scores and qualitative indicators as pre-screening results. This model is to be deployed in a user-centred conversational assessment platform.

Narrative abilities in individuals with Down syndrome: single case-profiles.

Narrative abilities are an important part of our everyday lives and social interaction with others. Nevertheless, narration is a complex ability influenced by language and cognition. This makes it difficult for individuals with language and cognitive impairment, such as in children and adolescents with Down syndrome. Previous studies have shown distinct narrative impairments in individuals with Down syndrome; nevertheless, this research was based on overall group means in most cases. To identify individual strengths and weaknesses and to draw conclusions for speech and language therapy, the narrative profile of every participant should be considered equally. Following this approach, the current study aims to describe single case narrative profiles in individuals with Down syndrome. The narrative transcripts of 28 children and adolescents with Down syndrome (aged 10;0-20;1), based on a non-verbal picture book, were rated using the Narrative Scoring Scheme across seven macro- and microstructural categories. Point scores across the whole group are displayed - nevertheless, the paper specifically addresses the individual narrative profiles of the participants. The participants could be assigned to narrative profile groups which show different characteristics, strengths and weaknesses. Group comparisons and correlations were computed for the relation to language abilities (especially vocabulary) and nonverbal cognitive abilities. The results of the two profile groups with minimal and developing narrative skills differ significantly not only concerning narrative outcomes in the Narrative Scoring Scheme but also for language abilities and developmental stage of nonverbal cognition. Individuals that show floor effects in narrative abilities are characterized by an overall weakness in language and cognition. In contrast, a group of approximately equal size shows distinct strengths in their narrative profiles which are in line with their vocabulary strengths, MLU and nonverbal cognition. The current study uses a new approach to identify individual narrative profiles in a group of individuals with Down syndrome. The results of the investigation underline the existence of narrative impairments in many individuals with Down syndrome but also point to individual strengths of the participants. Furthermore, the study outcomes suggest that narrative abilities might be representative for overall language and cognition in individuals with Down syndrome. However, intervention studies addressing narration are missing.

A computational text analysis investigation of the relation between personal and linguistic agency

Previous psycholinguistic findings showed that linguistic framing – such as the use of passive voice - influences the level of agency attributed to other people. To investigate whether passive voice use relates to people’s personal sense of agency, we conducted three studies in which we analyzed existing experimental and observational data. In Study 1 (N = 835) we show that sense of personal agency, operationalized between participants as recalling instances of having more or less power over others, affects the use of agentive language. In Study 2 (N = 2.7 M) we show that increased personal agency (operationalized as one’s social media followership) is associated with more agentive language. In Study 3 and its two replications (N = 43,140) we demonstrate using Reddit data that the language of individuals who post on the r/depression subreddit is less agentive. Together, these findings advance our understanding of the nuanced relationship between personal and linguistic agency.

58. Linguistisches Kolloquium: Sprachenvielfalt in der Welt und für die Welt

The thematic area of this year’s Conference is linguistic diversity, which we understand as diversity of cultures, diversity of attitudes and values reflected in language, and opportunities for mutual understanding and cultural enrichment. Linguistic diversity is exciting not only as a phenomenon by itself, but also as an object of research, which makes it possible to draw interesting parallels from typological and comparative perspectives as well as to investigate individual languages and viewpoints expressed in them. 
 Linguistic diversity is also closely connected with multilingualism, which emphasises the individual and communicative aspects of linguistic diversity. In many everyday situations people communicate in several languages. Multilingual individuals or groups are more the rule than the exception, which is especially relevant in the context of small countries and small languages. Multilingualism is a way to deal with linguistic diversity on an individual level, as linguistic diversity highlights the necessity of speaking more than one language in order to understand the world and human beings better. Therefore, the topic of linguistic diversity also embraces the possibilities of learning several languages.

Speech Reception in Young Children with Autism Is Selectively Indexed by a Neural Oscillation Coupling Anomaly.

Communication difficulties are one of the core criteria in diagnosing autism spectrum disorder (ASD), and are often characterized by speech reception difficulties, whose biological underpinnings are not yet identified. This deficit could denote atypical neuronal ensemble activity, as reflected by neural oscillations. Atypical cross-frequency oscillation coupling, in particular, could disrupt the joint tracking and prediction of dynamic acoustic stimuli, a dual process that is essential for speech comprehension. Whether such oscillatory anomalies already exist in very young children with ASD, and with what specificity they relate to individual language reception capacity is unknown. We collected neural activity data using electroencephalography (EEG) in 64 very young children with and without ASD (mean age 3; 17 females, 47 males) while they were exposed to naturalistic-continuous speech. EEG power of frequency bands typically associated with phrase-level chunking (δ, 1-3 Hz), phonemic encoding (low-γ, 25-35 Hz), and top-down control (β, 12-20 Hz) were markedly reduced in ASD relative to typically developing (TD) children. Speech neural tracking by δ and θ (4-8 Hz) oscillations was also weaker in ASD compared with TD children. After controlling gaze-pattern differences, we found that the classical θ/γ coupling was replaced by an atypical β/γ coupling in children with ASD. This anomaly was the single most specific predictor of individual speech reception difficulties in ASD children. These findings suggest that early interventions (e.g., neurostimulation) targeting the disruption of β/γ coupling and the upregulation of θ/γ coupling could improve speech processing coordination in young children with ASD and help them engage in oral interactions.SIGNIFICANCE STATEMENT Very young children already present marked alterations of neural oscillatory activity in response to natural speech at the time of autism spectrum disorder (ASD) diagnosis. Hierarchical processing of phonemic-range and syllabic-range information (θ/γ coupling) is disrupted in ASD children. Abnormal bottom-up (low-γ) and top-down (low-β) coordination specifically predicts speech reception deficits in very young ASD children, and no other cognitive deficit.

A feasibility randomized controlled trial of an mHealth app vs booklets for patient-facing guidelines in adults with SCD

AbstractDespite the increased number of evidence-based guidelines for sickle cell disease (SCD), dissemination of evidence-based guidelines in lay language for individuals or families with SCD has not been evaluated. We conducted a feasibility randomized controlled trial to determine the acceptability of a mobile health (mHealth) app with patient-facing guidelines to improve the knowledge of individuals with SCD about SCD-specific knowledge and reduce hospitalizations. Primary outcome measures include recruitment, retention, and adherence rates. Adults with SCD were enrolled at 2 sickle cell centers between 2018 and 2022. Participants were randomized to receive either an mHealth app + booklet with patient-facing guidelines or a booklet with the guidelines alone. Participants completed surveys at baseline and a final 6-month visit. Approximately 67 of 74 (91%) agreed to participate and were randomized, with 50 of 67 (75%) completing all the study components. All participants who completed the study in the treatment arm used the app. Our results demonstrated high recruitment, retention, and adherence rate for the first randomized trial for an mHealth app with patient-facing guidelines in adults with SCD. This clinical trial was registered at https://www.clinicaltrials.gov/ as #NCT03629678.

The Interplay of Task Characteristics, Linguistic Complexity, and Language Proficiency in High‐Stakes English as a Foreign Language Writing

AbstractThe linguistic characteristics of text productions depend on various factors, including individual language proficiency as well as the tasks used to elicit the production. To date, little attention has been paid to whether some writing tasks are more suitable than others to represent and differentiate students' proficiency levels. This issue is especially relevant in the context of high‐stakes language examinations. In this study, we investigated task effects in English as a foreign language (EFL) Abitur examinations, the high‐stakes test qualifying for higher education admission in Germany. Based on texts produced by 362 students, we examined (a) if and how student writings differ in their linguistic complexity and (b) if the EFL Abitur tasks are equally suited to differentiate the students' proficiency levels. We used a broad operationalization of linguistic complexity, including measures from various linguistic domains in the computational analysis of the texts. The results of our mixed‐effects models show that student texts differ in their linguistic complexity primarily by the functional needs of the task types employed (summary, analysis, and argumentation). Furthermore, writing tasks that demand high independence in language performance are best suited to differentiate between proficiency levels, which becomes especially evident in vocabulary choice and usage.

First data and translation of the Child Attachment Interview en Español.

The Child Attachment Interview (CAI) was designed to assess attachment representation in middle childhood-filling a gap between behavioral paradigms and adult interviews-and has demonstrated adequate psychometric properties in middle childhood and adolescence. To date, the CAI has not been available in Spanish, given the absence of an accepted translation and psychometric data. Spanish is the second most spoken language in the world, and assessment of attachment in an individual's native language is critical given differences in emotional processing, memory, and disclosure in first versus second languages. We translated the CAI (with consultation from its creator) utilizing standardized translation and back-translation procedures and examined its psychometric properties in a sample of Spanish-speaking high school students. In this study, we report on that process and data gathered from N = 94 Spanish-speaking adolescents in grades 9-12; 20% were double-coded and interrater reliability was acceptable. Findings support the single factor "Security-Dismissal" model, and relations between classifications and subscales were consistent with previous findings. Support for convergent and discriminant validity was provided for both classifications and subscales; however, concurrent validity varied across classifications and subscales. In sum, our translation demonstrates psychometric promise for the assessment of internal working models of attachment in Spanish-speaking high school students. (PsycInfo Database Record (c) 2023 APA, all rights reserved).