This book reflects the growing influence of corpus linguistics in a variety of areas such as lexicography, translation studies, genre analysis, and language ...

To construct their first lexicon, infants must determine the relationship between native phonological variation and the meanings of words. This process is arguably more complex for bilingual learners who are often confronted with phonological conflict: phonological variation that is lexically relevant in one language may be lexically irrelevant in the other. In a series of four experiments, the present study investigated English–Mandarin bilingual infants’ abilities to negotiate phonological conflict introduced by learning both a tone and a non-tone language. In a (...) novel word learning task, bilingual children were tested on their sensitivity to tone variation in English and Mandarin contexts. Their abilities to interpret tone variation in a language-dependent manner were compared to those of monolingual Mandarin learning infants. Results demonstrated that at 12–13 months, bilingual infants demonstrated the ability to bind tone to word meanings in Mandarin, but to disregard tone variation when learning new words in English. In contrast, monolingual learners of Mandarin did not show evidence of integrating tones into word meanings in Mandarin at the same age even though they were learning a tone language. However, a tone discrimination paradigm confirmed that monolingual Mandarin learning infants were able to tell these tones apart at 12–13 months under a different set of conditions. Later, at 17–18 months, monolingual Mandarin learners were able to bind tone variation to word meanings when learning new words. Our findings are discussed in terms of cognitive adaptations associated with bilingualism that may ease the negotiation of phonological conflict and facilitate precocious uptake of certain properties of each language. (shrink)

Providing high-quality education for students with emergent proficiency in the language of instruction (referred to here as multilingual students) presents a challenge to inclusion for educational systems the world over. In Austria, a new German language support model was implemented in the school year 2018/19 which provides language support in separate classrooms up to 20 h a week. Since its implementation, the model has been strongly criticized for excluding multilingual students from the mainstream classroom, which is argued to (...) reinforce the educational disadvantages that they face. The study presented here provides unprecedented qualitative insight into how schooling for students within the so-called German language support classes (GLSC) was organized during the COVID-19 pandemic. It builds on results of a previous large-scale quantitative study (n= 3,400 teachers), which was conducted during the first lockdown (spring 2020) and indicated a high risk of exclusion for marginalized students, especially for multilingual students in GLSC. To gain deeper insights into the situation of these students during school closures, 37 teachers who work in these classes at both primary and lower-secondary schools in Vienna were interviewed, of which 18 interviews were considered for analysis. The interviews focus on the situation during the first and second school closures in the city of Vienna. A thematic analysis of the interview data reveals teachers’ perceptions of aspects which harmed or promoted inclusion for students in GLSC during these periods of school closure. Teachers’ perceptions of the most harming factors for students included strong language barriers between teachers and students, restricted access to technical equipment and supportive learning spaces, and low parental engagement. A development that promoted inclusion of these students was the option to allow them to come to school during the second school closure. Since existing studies on the schooling of students during school closures have hardly addressed the situation of students in GLSC, this study contributes to closing this research gap. (shrink)

In this work, the significance of combining the evidence from multitaper mel-frequency cepstral coefficients, linear prediction residual, and linear prediction residual phase features for multilingual speaker identification with the constraint of limited data condition is demonstrated. The LPR is derived from linear prediction analysis, and LPRP is obtained by dividing the LPR using its Hilbert envelope. The sine-weighted cepstrum estimators with six tapers are considered for multitaper MFCC feature extraction. The Gaussian mixture model–universal background model is used for modeling (...) each speaker for different evidence. The evidence is then combined at scoring level to improve the performance. The monolingual, crosslingual, and multilingual speaker identification studies were conducted using 30 randomly selected speakers from the IITG multivariability speaker recognition database. The experimental results show that the combined evidence improves the performance by nearly 8–10% compared with individual evidence. (shrink)

En nous appuyant sur la production et la diffusion de corpus audiovisuels via Internet, nous discutons d'une manière pratique et succincte la question de l'ouverture d'oeuvres intellectuelles monolingues qui possèdent un profil textuel bien déterminé à un « marché » de connaissances intrinsèquement multilingue et multiculturel qui est celui de l'Internet. Nous développons, plus particulièrement, la notion générale de la republication de corpus audiovisuels au sens de son adaptation - aussi bien linguistique et culturelle - sous forme de genre de (...) publication approprié à des contextes d'usage circonscrits. Des exemples du programme Archives audiovisuelles de la recherche et de projets de R&D européens et français nous serviront pour étayer notre propos.Relying on the production and dissemination of audiovisual corpus via the Internet, we discuss a practical and brief the issue of opening of intellectual works have a profile monolingual text well defined to a "market" inherently multilingual and multicultural knowledge that is the Internet. We develop, in particular, the general notion of republication of visual corpus within the meaning of adaptation - both linguistic and cultural - as a kind of publication in appropriate contexts of use contained. Examples of program Audiovisual Research Archives and R & D projects European and French will serve to substantiate our discussion. (shrink)

Lateral temporal measures of the auditory evoked potential including the T-complex, as well as an earlier negative peak index maturation of auditory/speech processing. Previous studies have shown that these measures distinguish neural processing in children with typical language development from those with disorders and monolingual from bilingual children. In this study, bilingual children with Turkish as L1 and German as L2 were compared with monolingual German-speaking children with developmental language disorder and monolingual German-speaking children with TD in (...) order to disentangle effects of limited language input vs. reduced perceptual abilities in the processing of speech and non-speech stimuli. Sensory processing reflected by the T-complex was compared in response to a German vowel and a sine-wave tone in the three groups of children, ages 5 through 6 years. Stimuli were presented while children watched a muted video. Auditory evoked potentials were time-locked to the vowels and tones. AEPs to the frequent stimuli within an oddball paradigm were analyzed at the left and right temporal electrode sites.The results revealed language status, stimulus, and language test measures all influenced the T-complex amplitudes. Particularly, the peak amplitude of Ta was modulated by language status and stimulus type. Bilingual children had significantly more negative Ta responses than the monolingual children with TD for both vowels and tones while DLD children differed from TD children only for the vowel stimulus. The amplitude of the T-complex was overall more negative at the left than at the right site. The Na peak latency was longer for the bilingual group than that observed for the two monolingual groups. The Tb latency was shorter for DLD and bilingual groups than that for TD children in the vowel condition, but no such latency difference between DLD and bilingual children was found. We suggest that the attenuated T-complex for bilingual children indicates continued plasticity of the auditory cortex to allow for learning of novel, second-language speech sounds. (shrink)

The concept of a comprehensive language curriculum provides an important basis for the development of student's plurilingual competence. It ensures the inclusion of all students' language skills in language education, the creation of cross-linguistic connections, and the development of language awareness and awareness of language learning. Factors that influence the implementation of this concept at the school level are, amongst others: school leadership, collaboration among school staff, appropriate teaching methods, and beliefs and attitudes of all members of the school as (...) an educational community. To determine possibilities for the implementation of comprehensive language curricula in Croatian primary schools, qualitative methods were used to investigate beliefs of language teachers, professional associates, and school principals about the development of students' plurilingual competence, as well as language teachers' teaching practice and the ways plurilingual education is supported at school level. Data analysis shows that the participants mostly have monolingual beliefs when it comes to the development of students' plurilingual competence. Also, although most teachers state that they make comparisons between languages in their teaching, a systematic cross-linguistic comparison and cooperation in the planning and implementation of language education are almost completely absent. (shrink)

The present study aims at analyzing the role of nativeness, the amount of input in L1 acquisition and the multilingual competence in the performance of Italian-German bilingual speakers. We compare novel data from the performance of adult L2 learners (L1: Italian; late L2: German) and that of heritage speakers (heritage language: Italian; majority language: German) to previous data from monolingual speakers of Italian. The comparison deals with the produced word order at the syntax-discourse interface in sentences containing New (...) Information Subjects in answers to questions that prompt the identification of the clausal subject. Overall, adult L2 speakers and heritage speakers perform alike but crucially differently from Italian monolinguals. These data reveal that multilingual proficiency determines an increased variety in the adopted answering strategies; in particular, the German-like strategy is active in Italian. Nativeness alone is thus no guarantee for a homogeneous performance across groups, nor do we find similar patterns of performance in speakers who grew up as monolinguals. Data also show heritage speakers’ sensitivity to verb classes, with answering strategies varying in accordance with the verb argument structure. Participants’ productions reveal an interesting relation in sentences with transitive verbs between subject position (pre-/postverbal) and object form (lexical DP/clitic pronoun). (shrink)

Research Ethics, Volume 18, Issue 3, Page 210-225, July 2022. Interview-based research in multilingual situations can present researchers with specific ethical challenges relating to language-based power play, data handling and presentation. Studies indicate favouring the L1 as an interviewing language may produce better quality data, but external pressures can favour English as the dominant research language. This article examines researcher perceptions and experiences of the ethical consequences of language choice and the practical issues involved. Interviews were conducted with five (...) European researchers working on an interview-based project with experiences of diverse interviewing scenarios. The four moral principles of respect for autonomy, justice, beneficence and non-maleficence were used as a framework for analysis. The analysis revealed a nuanced picture of ethical issues in both L1- and English-oriented scenarios. This included potential misrepresentation and deculturalisation of the data in the former, and language-based power asymmetries in the latter. The findings highlight the importance of documenting ethics-related methodological details of language use, and advocates publication practices favouring the inclusion and foregrounding of L1 data. (shrink)

Accounts of language evolution have largely suffered from a monolingual bias, assuming that language evolved in a single isolated community sharing most speech conventions. Rather, evidence from the small-scale societies who form the best simulacra available for ancestral human communities suggests that the combination of small societal scale and out-marriage pushed ancestral human communities to make use of multiple linguistic systems. Evolutionary innovations would have occurred in a number of separate communities, distributing the labor of structural invention between populations, (...) and would then have been pooled gradually through multilingually mediated horizontal transfer to produce the technological package we now regard as a natural ensemble. (shrink)

Translation often proceeds as if languages already existed, as if the task of the translator were to make an appropriate selection from available resources. Clive Scott challenges this tacit assumption. If the translator is to do justice to himself/herself as a reader, if the translator is to become the creative writer of his/her reading, then the language of translation must be equal to the translators perceptual experience of, and bodily responses to, source texts. Each renewal of perceptual and physiological contact (...) with a text involves a renewal of the ways we think language and use our expressive faculties (listening, speaking, writing). Phenomenology and particularly the phenomenology of Merleau-Ponty underpins this new approach to translation. The task of the translator is tirelessly to develop new translational languages, ever to move beyond the bilingual into the multilingual, and always to remember that language is as much an active instrument of perception as an object of perception. Clive Scott is Professor Emeritus of European Literature at the University of East Anglia, and a Fellow of the British Academy. (shrink)

This article questions the aptness of ‘discourse analysis’ as a label for our field, and prefers the less reductionist concept of ‘Discourse Interpretation’. It does this through drawing on ideas from the field of philosophical hermeneutics – the theory and practice of interpreting texts. It operationalizes and adapts the construct of the Interpretive Arc from the philosophy of Paul Ricoeur in order to address issues that are central to discourse work, including that of how we warrant the validity of our (...) textual interpretations. The Interpretive Arc consists of six inter-linked phases, which the article presents and exemplifies through discussion of a single text – the story of Babel. Phase 1 of the arc defines readers as being in a state of Estrangement before the text because of the distancing created by its written or technological form. Phase 2 is that of Pre-view, the state of opinion or knowledge that readers bring to a text. At phase 3, a first reading forms readers’ Proto-understanding, their initial ‘guess’ at what the text means. Then processes of Analysis test and evidence the validity of alternative readings, limiting the interpretations which can plausibly be taken from a text. Three byways of interpretive analysis are challenged and discarded: the dominance of author intention, structuralist analysis and limitless polysemy. Analysis then leads into 5, the phase of informed Understanding of the matter or injunction of the text, of what is disclosed or unfolded before the text. The Interpretive Arc is completed in phase 6, Ownership. Here, through processes of critique of their own and the text’s ideologies and of fresh listening, readers are led to a new self formed by the matter of the text. There is a dialectic amongst Analysis, Understanding and Ownership, with each informing and modifying the other. The approach emphasizes interpretation as the heart of discourse work. The 3000-year-old narrative of Babel is a subject as well as an object here. It contributes to the matter of the article and its interpretation is interwoven with the theoretical substance. The story is shown to be an integrated narrative abounding in sophisticated linguistic techniques which show a delight in language. The traditional Christian and Western interpretation of Babel – as an affront to God which results in the curse of multilingualism – is challenged. A re-constructed interpretation informed by intertextual evidence reads the fault of Babel to be the people’s refusal to spread through the earth. Babel can be interpreted as a manifesto against the monolingual and monocultural impetus of empires ancient and contemporary. The multilingual outcome is a positive affirmation of sociocultural and linguistic diversity. (shrink)

A growing body of recent research suggests that verbal categories, particularly labels, impact categorization and perception. These findings are commonly interpreted as demonstrating the involvement of language on cognition; however, whether these assumptions hold true for grammatical structures has yet to be investigated. In the present study, we investigated the extent to which linguistic information, namely, grammatical gender categories, structures cognition to subsequently influence categorical judgments and perception. In a nonverbal categorization task, French–English bilinguals and monolingual English (...) speakers made gender‐associated judgments about a set of image pairs while event‐related potentials were recorded. The image sets were composed of an object paired with either a female or male face, wherein the object was manipulated for their conceptual gender relatedness and grammatical gender congruency to the sex of the following target face. The results showed that grammatical gender modulated the N1 and P2/VPP, as well as the N300 exclusively for the French–English bilinguals, indicating the inclusion of language in the mechanisms associated with attentional bias and categorization. In contrast, conceptual gender information impacted the monolingual English speakers in the later N300 time window given the absence of a comparable grammatical feature. Such effects of grammatical categories in the early perceptual stream have not been found before, and further provide grounds to suggest that language shapes perception. (shrink)

This study investigates the performance of 21 monolingual and 56 bilingual children aged 5;6-9;0 on German-LITMUS-sentence-repetition (SRT; Hamann et al., 2013) and nonword-repetition-tasks (NWRT; Grimm et al., 2014), which were constructed according to the LITMUS-principles (Language Impairment Testing in Multilingual Settings; Armon-Lotem et al., 2015). Both tasks incorporate complex structures shown to be cross-linguistically challenging for children with Specific Language Impairment (SLI) and aim at minimizing bias against bilingual children while still being indicative of the presence of language (...) impairment across language combinations. Given the great variability in bilingual language exposure and the potential effect of language experience on language performance in bilingual children, we examined whether background variables related to bilingualism, particularly, the degree language dominance as measured by relative amount of use and exposure, could compromise the diagnostic accuracy of the German-LITMUS-SRT and NWRT. We further investigated whether a combination of the two tasks provides better diagnostic accurracy. To address this, we used an unsupervised machine learning algorithm, the Partitioning-Around-Medoids (PAM), for deriving a clinical category for the children as ±language-impaired based on performance scores on SRT and/or NWRT while withholding information about their clinical status based on standardized assessment in L1/L2. Subsequently, we calculated diagnostic accuracy and investigated which background variables (age of onset, length of exposure, degree of language-dominance, socio-economic-status, and risk factors for SLI) best explained clinical-group-membership yielded from the PAM-analysis based on NWRT and/or SRT scores. Results show that although language-dominance influences the performance of bilingual typically-developing children, especially in the SRT, the diagnostic accuracy of the tools is not compromised by language dominance: while risk factors for SLI were significant predictors for clinical group membership in all models, language dominance did not contribute at all to explaining clinical cluster membership as typically-developing or SLI based on any of the combinations of the SRT and NWRT variables. Additionally, results confirm that a combination of SRT scored by correct target structure and the structurally more complex language-dependent part of the NWRT yields better diagnostic accuracy than single measures and is only sensitive for risk factors for SLI and not to dominance levels or SES. (shrink)

On the surface, bi- and multilingualism would seem to be an ideal context for exploring questions of typological proximity. The obvious intuition is that the more closely related two languages are, the easier it should be to implement the two languages in one mind. This is the starting point adopted here, but we immediately run into the difficulty that the overwhelming majority of cognitive, computational, and linguistic research on bi- and multilingualism exhibits a monolingual bias (i.e., where monolingual (...) grammars are used as the standard of comparison for outputs from bilingual grammars). The primary questions so far have focused on how bilinguals balance and switch between their two languages, but our perspective on typology leads us to consider the nature of bi- and multi-lingual systems as a whole. Following an initial proposal from Hsin ( 2014 ), we conjecture that bilingual grammars are neither isolated, nor (completely) conjoined with one another in the bilingual mind, but rather exist as integrated source grammars that are further mitigated by a common, combined grammar (Cook, 2016 ; Goldrick et al., 2016a, b ; Putnam and Klosinski, 2017 ). Here we conceive such a combined grammar in a parallel, distributed, and gradient architecture implemented in a shared vector-space model that employs compression through routinization and dimensionality reduction. We discuss the emergence of such representations and their function in the minds of bilinguals. This architecture aims to be consistent with empirical results on bilingual cognition and memory representations in computational cognitive architectures. (shrink)

The paper presents the results of a study on the analysis of the perception of coronavirus disease 2019 by Spanish-, German- and Russian-speaking social media actors after the emergence of vaccines and attitudes toward vaccination. The empirical base of the study was corpus data, materials from online media, social networks, microblogging, blogs, instant messengers, forums, reviews, and video hosting data. The Spanish-language database included 6,640,912 tokens and 43,251,900 characters; the German-language database included 16,322,042 tokens and 109,139,405 characters; and the (...) Russian-language database included 16,310,307 tokens and 109,060,935 characters. With a neural network approach, a multilingual analysis was performed, which made it possible to analyze the topic structure and the semantic network with the allocation of the semantic core and the associative network. Differential and integral features of the identified structures based on the material of these three databases made it possible to determine the general and different characteristics of the perception by Spanish-, German-, and Russian-speaking users of the development of the pandemic, a number of social problems, attitudes toward various types of vaccines, observance of preventive measures, and readiness for vaccination. (shrink)

Contemporary realities of global population movement increasingly bring to the fore the challenge of quality and equitable health provision across language barriers. While this linguistic challenge is not unique to immigration contexts and is likewise shared by health systems responding to the needs of aboriginal peoples and other historical linguistic minorities, the expanding multilingual landscape of receiving societies renders this challenge even more critical, owing to limited or even non‐existing familiarity of modern and often monolingual health systems with (...) the particular needs of new linguistic minorities. The centrality of language to health beliefs, attitudes, practices, cultural scripts, and conceptual frameworks emphasizes its pivotal role in the healthcare process, and consequently in the adverse effects of treatment that is language‐insensitive and unaware. Such an attitude on the part of medical authorities risks considerable epistemic injustice in the form of a (mis)judgement of patients’ intelligence, credibility, and rationality based on the language that they speak and the manner in which they speak it, consequently impacting the quality and equity of care provided. This danger, I argue, may be effectively countered by fostering among the participants in the healthcare process a sense of epistemic humility through greater metalinguistic awareness. Outlining a range of operative steps that can be used to facilitate this. I argue that the reality of language barriers in the healthcare process, while not entirely eliminable, may nevertheless be successfully addressed, in order to mitigate the challenge of quality and equitable healthcare provision in multilingual societies. (shrink)

Epistemic diversity is the ability or possibility of producing diverse and rich epistemic apparati to make sense of the world around us. In this paper we discuss whether, and to what extent, different conceptions of knowledge—notably as ‘justified true belief’ and as ‘distributed and embodied cognition’—hinder or foster epistemic diversity. We then link this discussion to the widespread move in science and philosophy towards monolingual disciplinary environments. We argue that English, despite all appearance, is no Lingua Franca, and we (...) give reasons why epistemic diversity is also deeply hindered is monolingual contexts. Finally, we sketch a proposal for multilingual academia where epistemic diversity is thereby fostered. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 125.1 (2004) 135-140 [Access article in PDF] Barry B. Powell. Writing and the Origins of Greek Literature. Cambridge: Cambridge University Press, 2002. xvi + 210 pp. 57 black-and-white figs. Cloth, $55. Harvey Yunis, ed. Written Texts and the Rise of Literate Culture in Ancient Greece. Cambridge: Cambridge University Press, 2003. x + 262 pp. Cloth, $55. These two works, published within a year of each (...) other, exist in an uneasy but complementary relationship. Each illustrates the merits and drawbacks of the other's approach, and neither enters into dialogue with the central premises of its opposite number. But, together, they do illustrate the point (or impasse) at which a central question in classical scholarship now stands. Almost a half decade since the ground-breaking studies by Goody and Watt, Havelock, and others, scholars still puzzle over the precise impact that the spread of the alphabet had on Greek society and mentality, and they document Greece's gradual transformation from an oral or song culture to a text-based one. While Barry Powell focuses on the early history of this transformation, and the essays in Harvey Yunis' study cast a broader temporal and thematic net, many of the same preoccupations mark both inquiries. What are the chief areas of difference between oral and literate modes of reception and transmission? How and why do texts come into being? How are they deployed?Powell's work is very much a continuation and refinement of his controversial publication of the early 1990s, Homer and the Origin of the Greek Alphabet(Cambridge, 1991). There, he argued that the Greek alphabet, unique for its capacity to record the sounds of speech, was invented by a single individual, at a single time and place, and for the express purpose of preserving the Iliadand Odyssey. There, too, he emphasized that writing, whatever the notational form it assumed, imperfectly mirrors speech and that the two systems of communication are fundamentally different. His position remains largely unchanged, although now the focus shifts. In this new work, he sets theories concerning the origins of the Homeric songs within the context of the particular nature of alphabetic writing, mounting a critique against those who neglect the "special role that alphabetic writing... played in the preservation, creation, and dissemination of archaic and classical Greek poetry" (188). It is an enterprise that takes him on a circuitous path. In a seemingly rather random concatenation of chapters ("Text," "Orality and Genre," "Myth," to name a few) Powell spends a substantial portion of the work showing how the existing terms used to debate the Homeric question [End Page 135] are riddled with vagaries and contradictions. But while he excellently illustrates how loose is the deployment of these expressions and concepts in existing scholarship, he fails to supply new and more exact terms. The reader is left with a rather dispirited sense that we cannot even talk about such things as "Tradition" or "Literacy" (persuasively shown to be no monolithic concept) without falling into a morass of confusion. A similar spirit of destruction, rather than reconstruction, marks his treatment of M. L. West's The East Face of Helicon(Oxford, 1997). If, for all the evidence that West (and Powell himself) amasses for the deep penetration of Eastern myth and literary forms on the Greek tradition, West's study neglects the special nature of alphabetic writing, then how exactly did the novel system change the material borrowed by the Greeks?More satisfying are later chapters where Powell grounds some of the observations made in these early, often brief and schematic discussions, in actual case studies, demonstrating his admirable knowledge of, and facility in, the decipherment of the writing systems of the Near and Far East. Particularly rich is the contrast that emerges between the multilingual Near East, with the possibility of cultural transmission through texts that multilingualism allows, and the monolingual culture of Greece. Fascinating, too, are the close readings of Egyptian and Chinese texts as part of an illustration of the... (shrink)

Research on the cognitive consequences of bilingualism typically proceeds by labeling participants as “monolingual” or “bilingual” and comparing performance on some measures across these groups. It is well-known that this approach has led to inconsistent results. However, the approach assumes that there are clear criteria to designate individuals as monolingual or bilingual, and more fundamentally, to determine whether a communication system counts as a unique language. Both of these assumptions may not be correct. The problem is particularly acute (...) when participants are asked to classify themselves or simply report how many languages they speak. Participants' responses to these questions are shaped by their personal perceptions of the criteria for making these judgments. This study investigated the perceptions underlying judgments of bilingualism by asking 528 participants to judge the extent to which a description of a fictional linguistic system constitutes a unique language and the extent to which a description of a fictional individual's linguistic competence qualifies that person as bilingual. The results show a range of responses for both concepts, indicating substantial ambiguity for these terms. Moreover, participants were asked to self-classify as monolingual or bilingual, and these decisions were not related to more objective information regarding the degree of bilingual experience obtained from a detailed questionnaire. These results are consistent with the notion that bilingualism is not categorical and that specific language experiences are important in determining the criteria for being bilingual. The results impact interpretations of research investigating group differences on the cognitive effects of bilingualism. (shrink)

Previous research suggests that mastering languages with distinct rather than similar rhythmic properties enhances musical rhythmic perception. This study investigates whether learning a second language (L2) enhances the perception of musical rhythmic variation in general, regardless of first and second languages’ rhythmic properties. Additionally, we investigated whether this perceptual enhancement could be alternatively explained by exposure to musical rhythmic complexity, such as the use of compound meter in Turkish music. Finally, it investigates if an enhancement of musical rhythmic (...) perception could be observed among L2 learners whose first language relies heavily on pitch information, as is the case with tonal languages. Therefore, we tested Turkish, Dutch and Mandarin L2 learners of English and Turkish monolinguals on their ability to perceive musical rhythmic variation. Participants’ phonological and working memory capacities, melodic aptitude, years of formal musical training and daily exposure to music were assessed to account for cultural and individual differences which could impact their rhythmic ability. Our results suggest that mastering a second language rather than exposure to musical rhythmic complexity could explain individuals’ enhanced perception of musical rhythmic variation. An even stronger enhancement of musical rhythmic perception was observed for L2 learners whose first and second languages differ regarding their rhythmic properties, as enhanced performance of Mandarin and Turkish in comparison with Dutch L2 learners of English seem to suggest. Our findings provide further support for a cognitive transfer between the language and music domain, which may find its grounds on a common evolutionary basis. (shrink)

This article recognizes that linguistic prejudice (with its associated cultural biases) is a reality in any multilingual country, including South Africa. Prejudice is inherently human and the article suggests that it can be both positive and negative. In the case of the Senzo Meyiwa murder trial the article suggests that the linguistic prejudice experienced by witnesses and legal practitioners was largely negative. Even though the South African Constitution suggests an empowering multilingual environment where there are now twelve official (...) languages, in contrast to this, the article takes as a point of departure the monolingual language of record policy that has been in place in the South African legal system since 2017. This is contrary to the constitutional imperatives. It is argued that this policy negatively impacts witnesses and legal practitioners and that the Meyiwa trial is a case in point. It is found that in this trial there is linguistic prejudice (practiced by the presiding judge) where there are linguistic or cultural voids related to communicative inequality and where the speaker does not have sufficient English vocabulary to proceed. It is concluded that the interpretation process also has its challenges and that ideally the use of African languages as languages of record in courts could only aid the delivery of social justice and the implementation of language rights in a multilingual and multicultural country such as South Africa. (shrink)

Language is a powerful tool that enables communication and shapes our identity and cultural practices. The right to choose one's language is a fundamental human right that helps preserve personal and communal identities. In a multilingual nation like Ethiopia, language goes beyond communication to define administrative boundaries. Consequently, depriving Ethiopians of their linguistic rights becomes a more complex punishment than food embargoes. This research investigated the motives and means by which the Amhara Regional State-enforced a monolingual and monocultural (...) language education policy in western Tigray through the lens of linguistic genocide. The study involved interviews with ten teachers, selected using a snowball sampling method, and document analysis to reinforce the result. Political and economic factors and a desire to promote the assimilation of Tigrayans into Amhara culture and language, a process known as "Amharanization", appear to have impacted the implementation of the language education policy in western Tigray. Authorities have implemented a variety of measures, including bans, restrictions, penalties, enforcement, forced relocation, and even heinous acts, which have caused the Tigrayan community severe physical and psychological distress. Collectively, these policies, actions, and outcomes constituted an act of linguistic genocide. This study sheds light on the severe repercussions of such policies, examines their implications, acknowledges the inherent limitations, and offers valuable recommendations for future research in this crucial area. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Bilingual Aesthetics:A New Sentimental EducationJane DuranBilingual Aesthetics: A New Sentimental Education, by Doris Sommer. Durham and London: Duke University Press, 2004, 254 pp.Doris Sommer's new work Bilingual Aesthetics is the sort of book that takes one by surprise—and for good reason. Filled with punning twists, and itself a valorizer of word games and magic, this work has not a lot to do with bilingualism (in the standard sense), not (...) a lot to do with aesthetics (again, in the standard academic sense), but a great deal to do with both. Whether the title is read (and Sommer's point is to forward the notion of alternate readings) as the aesthetics of bilingualism or as an account of what a bilingual might make of aesthetics, there is a startling amount of content in the work.Briefly, Sommer essays to make the case that our multicultural society is distinctly better off for being multicultural and multilingual (or at least, in some threatening sense, emergently bilingual) because the literal bilingual has a distinct advantage over her or his monolingual counterpart. The bilingual can play language games, and those games shock, amuse, or jolt—whatever it is that they do, they rouse us out of any state of intellectual torpor into which we might have fallen and they serve to make us all individuals who, in Du Bois' memorable phrase, have "double consciousness."Thus Sommer does in fact mean for her title to be read in at least two ways: Her work attempts to valorize and vindicate a sort of unofficial bilingualism (one of the blurbs on the back of the paperback edition begins by saying "Knowing a second language entails some unease... "), while she also attempts to let us in on the notion that there is an aesthetic that develops from the use of more than one code. Sommer plays remarkably on all these concepts: She is familiar with the standard, overt scholarship on bilingualism—she can cite work by sociolinguists and others. At the same time, as an author known for previous work on literature, especially with regard to Latin America, she is also familiar with much of the standard historical work in aesthetics, including Kant. Citing thinkers such as Kenji Hakuta, William J. Bennett, Wittgenstein, and Elena Poniatowska, Sommer leaves the reader somewhat bedazzled and breathless but better off for having read her work.Her overall thesis, if one may attempt to employ such a phrase, is that bilingualism and code-switching create for us the same sort of uneasiness and inevitable access to the unconscious that works of art and literature produce—and that the edginess that is a concomitant of code-switching is beneficial. Her first chapter "Choose and Lose" reminds Americans that the United States has always been a multilingual place and focuses on how much can be gained from attempting to forward the notion. If there is any difficulty to Sommer's work, it is that she practices what she preaches. Every page demands much of the reader, since every page itself engages in the [End Page 121] sort of rapid-fire twisting and switching that Sommer is trying to support as the ground for a new aesthetic consciousness.Early on, Sommer gives us the following:Complaints about the danger to national coherence [of multi- or bilingualism] can be downright funny.... [One irate journalist wrote:] "How can immigrants identify with America if they can't read Lincoln's words in the language in which they were spoken?(out of many, one) to a multicultural boarding house,...?" No need to be upset at this harangue. It's obviously a joke, even if the author missed it (a common asymmetry in bilingual humor). Notice that the translation from Latin assumes that English-only citizens don't understand the very slogan they hold dear.(p. 26)But of course the joke is to some extent on Sommer and on all of us, as she no doubt intends. It is highly unlikely that the journalist did get the humor, and the only funny part of the entire tirade is that we—assuming we have enough formal education—may be able to make something out of it... (shrink)

In this paper we will discuss some epistemological aspects of lexical and terminological usage in the international arena, with special reference to the different rhetorics of the social and natural sciences. Sociolinguistic research confined to monolingual communities suggests that close-knit network structure is an important mechanism of language maintenance, in that speakers are able to form a cohesive group capable of resisting pressure, linguistic and social, from outside the group (MILROY, 1987). The concept of a linguistic norm in sociolinguistic (...) theory can be viewed here as the product of "cultural focusing". In the same way, intercultural communication is characterized by the spreading of standardized terminologies (ISO) and conceptual modes of thinking associated with a common scientific and technological practice in cross-border communities. A basic feature is frequent language interaction, based upon the need for scientific exchange and upon the extralinguistic models conveyed by powerful inter/transnational links and shared scientific paradigms. In this context, an international standard language could be seen as another case of cultural focusing, where intercultural contact would evolve along monocultural lines. However, a formally standardized language may conceal conceptual fuzziness, as has been shown for example in analyses of the kind of language used by social scientists (INTERCOCTA) or found in political rhetoric (ECCRDSS). The semantic and pragmatic differentiations of these latter forms of intercultural communication, and more generally, the interactions between the ordering of knowledge, the transfer of this knowledge through standardized language and the variety of cultural perceptions, call for a polylogic framework that accounts for their coexistence. (shrink)

We investigated cross-language influences from the first and second languages in third language processing, to examine how order of acquisition and proficiency modulate the degree of cross-language influences, and whether these cross-language influences manifest differently in online and offline measures of L3 processing. The study focused on morpho-syntactic processing of English as an L3 among Arabic-Hebrew-English university student trilinguals. Importantly, both L1 and L2 of participants are typologically distant from L3, which allows overcoming confounds of previous research. Performance of trilinguals (...) was compared to that of native English monolingual controls. To investigate the source of cross-language influences, critical stimuli were ungrammatical sentences in English, which when translated could be grammatical in L1, in L2 or in both. Thus, the L3 morpho-syntactic structures included in the study were a mismatch with L1, a mismatch with L2, a Double mismatch, with both L1 and L2, or a no mismatch condition. Participants read the English sentences while their eye-movements were recorded, and they also performed grammaticality judgments following each sentence. Across both measures, cross-language influences were assessed by comparing the performance of the trilinguals in each of the critical interference conditions to the no-interference condition, and by comparing their performance to that of the monolingual controls. L1 interference was evident in first pass sentence reading, and marginally in offline grammaticality judgment, and L2 interference was robust across second pass reading and grammaticality judgments. These results suggest that either L1 or the L2 can be the source of cross-language influences in L3 processing, but with different time-courses. The findings highlight the difference between online and offline measures of performance: processing language in real-time reflects mainly automatic activation of morpho-syntactic structures, whereas offline judgments might also involve strategic and meta-linguistic decision making. Together, the findings show that during L3 processing, trilinguals have access to all previously acquired linguistic knowledge, and that the multilingual language system is fully interactive. (shrink)

Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to (...) a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault’s notion of subjectification and Freire’s view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty. (shrink)

Children who grow up exposed to more than one language face a range of challenges and developmental environments which differ from those of monolinguals. Recently, studies have suggested that this may lead to differences in the development of pragmatic skills and sensitivity to socio-pragmatic cues. We investigate whether bilingually exposed children are able to make further use of these cues in an ostensive teaching setting for word learning in a sample of 110 children aged 4 to 6 years old and (...) find evidence that bilingual children do perform significantly better in ostensive teaching settings when asked to use pragmatic cues to derive the meaning of a novel word. We discuss implications for theories of pragmatics and bilingual development. (shrink)

" --Maurice A. Finocchiaro,Isis "The best and most original aspect of the book is its overall conception.

There is a long-lasting quest of demarcating a minimally representational behavior. Based on neurophysiologically-informed behavioral studies, we argue in detail that one of the simplest cases of organismic behavior based on low-resolution spatial vision–the visually-guided obstacle avoidance in the cubozoan medusaTripedalia cystophora–implies already a minimal form of representation. We further argue that the characteristics and properties of this form of constancy-employing structural representation distinguish it substantially from putative representational states associated with mere sensory indicators, and we reply to some possible (...) objections from the liberal representationalists camp by defending and qualitatively demarcating the minimal nature of our case. Finally, we briefly discuss the implications of our thesis within a naturalistic framework. (shrink)

If we imagine a chess-board with alternate blue and red squares, then this is something in which the individual red and blue areas allow themselves to be distinguished from each other in juxtaposition, and something similar holds also if we imagine each of the squares divided into four smaller squares also alternating between these two colours. If, however, we were to continue with such divisions until we had exceeded the boundary of noticeability for the individual small squares which result, then (...) it would no longer be possible to apprehend the individual red and blue areas in their respective positions. But would we then see nothing at all? Not in the least; rather we would see the whole chessboard as violet, i.e. apprehend it as something that participates simultaneously in red and blue. (shrink)

The white sclera is important in facilitating gaze perception in humans. Iris color may likewise influence gaze perception but no previous studies have directly assessed its effect. We therefore examined how the interaction between sclera and iris color influences human gaze perception. We recorded the eye movements of human participants as they performed a visual search task with human faces exhibiting directed or averted gaze. The faces either exhibited light or dark irises. In addition, the faces had (...) sclera that were depigmented or pigmented. We found that participants were quick and accurate in evaluating gaze regardless of iris color in faces with depigmented sclera. When the sclera were pigmented, participants were slower to evaluate the gaze of faces with both light and dark irises but these effects were most pronounced in the faces with dark irises. Furthermore, participants were generally less accurate in assessing faces with pigmented sclera when the irises were dark rather than light. Our results suggest that depigmented sclera are especially important for gaze perception in faces with dark irises. Because depigmented sclera likely evolved at a time when ancestral humans exhibited dark irises, the depigmented sclera may have been crucial for efficient and accurate gaze perception in ancestral humans. (shrink)

Mead's pragmatic focus on habit as the foundation of meaning is usually viewed in sharp contrast with Merleau-Ponty's phenomenological examination of meaning within experience. This paper attempts to show the way in which the explicit focus of each philosopher's position is latent within that of the other. For Mead and Merleau-Ponty alike, the content of human awareness at all levels is inseparably linked with the structure of human behavior. And, for both, such a structure is permeated throughout by the "living (...) meaning" of anticipatory habit or vital intentionality. (shrink)

Sentence repetition tasks have been extensively employed to assess bilingual children’s linguistic and cognitive resources. The present study examined whether monoliterate bilingual children differ from their monolingual peers in SR accuracy and cognitive tasks, and investigated links between vocabulary, updating, verbal and visuospatial working memory and SR performance in the same children. Participants were two groups of 35 children, 8–12 years of age: one group consisted of Albanian-Greek monoliterate bilingual children and the other of Greek monolingual children attending (...) a monolingual-Greek educational setting. The findings demonstrate that the two groups performed similarly in the grammaticality scores of the SR. However, monolinguals outperformed the monoliterate bilinguals in SR accuracy, as well as in the visuospatial working memory and updating tasks. The findings did not indicate any bilingual advantage in cognitive performance. The results also demonstrate that updating and visuospatial working memory significantly predicted monolingual children’s SR accuracy scores, whereas Greek vocabulary predicted the performance of our monoliterate bilingual children in the same task. We attribute this outcome to the fact that monoliterate bilingual children do not rely on their fluid cognitive resources to perform the task, but instead rely on language proficiency while performing the SR. (shrink)

BackgroundThe principles of informed consent, confidentiality and privacy are often neglected during patient care in developing countries. We assessed the degree to which doctors in Lahore adhere to these principles during outpatient consultations.Material & MethodThe study was conducted at medical out-patient departments (OPDs) of two tertiary care hospitals (one public and one private hospital) of Lahore, selected using multi-stage sampling. 93 patients were selected from each hospital. Doctors' adherence to the principles of informed consent, privacy and confidentiality was observed through (...) client flow analysis performed by trained personnel. Overall patient perception was also assessed regarding these practices and was compared with the assessment made by our data collectors.ResultsSome degree of informed consent was obtained from only 9.7% patients in the public hospital and 47.8% in the private hospital. 81.4% of patients in the public hospital and 88.4% in the private hospital were accorded at least some degree of privacy. Complete informational confidentiality was maintained only in 10.8% and 35.5% of cases in public & private hospitals respectively. Informed consent and confidentiality were better practiced in the private compared to the public hospital (two-sample t-test > 2, p value < 0.05). There was marked disparity between the patients' perspective of these ethical practices and the assessment of our trained data collectors.ConclusionObservance of medical ethics is inadequate in hospitals of Lahore. Doctors should be imparted formal training in medical ethics and national legislation on medical ethics is needed. Patients should be made aware of their rights to medical ethics. (shrink)

ACCORDING to Bertrand Russell—and phenomenalism in general—all the complex constructs of non-scientific and scientific thought are logically derivable from what are termed ‘atomic facts’ or ‘atomic events’. These atomic facts totally constitute what is directly given in sensory experience, in contrast with those elements in knowledge which are logically constructed from these atomic facts. In line with this distinction between the sensory and the conceptual, Russell made a corresponding distinction between ‘knowledge by acquaintance’ and ‘knowledge by description’. Russell stated this (...) two-fold breakdown in the following way. (shrink)

In this paper the relationship between phenomenology of perception and synthetic phenomenology is discussed. Synthetic phenomenology is presented on the basis of the issues in A.I. and Robotics that required to address the question of what enables artificial agents to have phenomenal access to the environment. Phenomenology of perception is construed as a theory with autonomous structure and domain, which can be embedded in a philosophical as well as a scientific theory. Two attempts at specifying the phenomenal content (...) of artificial agents are discussed. Concepts and experimental evidence on the independence of perception and the coordination of motion and appearances are set out to submit that phenomenology of perception makes a contribution to synthetic phenomenology. (shrink)