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... Specifically, it is widely recognized that variables associated with bilingualism, such as second language proficiency, age of acquisition, and frequency of usage, impact performance on a range of cognitive measures (Birdsong, Gertken, & Amengual, 2012;Mindt et al., 2008). Although, an estimated 25% of the U.S. population and 50% of the world population classify themselves as bilingual (O'Brien, Curtin, & Naqvi, 2014), few studies have directly addressed the effects of bilingualism on MMSE performance. The existing literature, focusing on classification of Alzheimer's disease in older (mean = 75 years of age) bilingual adults, has generated mixed results. ...
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Purpose: Performance on the Mini-Mental State Examination (MMSE), among the most widely used global screens of adult cognitive status, is affected by demographic variables including age, education, and ethnicity. This study extends prior research by examining the specific effects of bilingualism on MMSE performance. Method: Sixty independent community-dwelling monolingual and bilingual adults were recruited from eastern and western regions of the United States in this cross-sectional group study. Independent sample t tests were used to compare 2 bilingual groups (Spanish-English and Asian Indian-English) with matched monolingual speakers on the MMSE, demographically adjusted MMSE scores, MMSE item scores, and a nonverbal cognitive measure. Regression analyses were also performed to determine whether language proficiency predicted MMSE performance in both groups of bilingual speakers. Results: Group differences were evident on the MMSE, on demographically adjusted MMSE scores, and on a small subset of individual MMSE items. Scores on a standardized screen of language proficiency predicted a significant proportion of the variance in the MMSE scores of both bilingual groups. Conclusions: Bilingual speakers demonstrated distinct performance profiles on the MMSE. Results suggest that supplementing the MMSE with a language screen, administering a nonverbal measure, and/or evaluating item-based patterns of performance may assist with test interpretation for this population.
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⟪ All other things being equal or held constant ⟫ (i.e., ceteris paribus). This experimental principle is probably one of first concepts that teachers present in methodology courses in universities all around the word. Studying the influence of one (or more) experimental factors on a specific dependent variable requires an adequate control of all other sources that might affect it. This epistemological position is directly derived from positivism (e.g., Comte, 1869, 2010). According to this view, the most important scope in science is to develop theories that describe and model the environment and at the same time exclude all micro-variations. In other—philosophical—words, science attempts to understand what remains invariant despite constant transformation of the world. Language sciences follow this principle (psycholinguistics, linguistics, neurobiology of language processing, among others). Most studies try to differentiate the characteristics that human beings share—i.e., universals—from what is individual or specific.
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Lechner and Siemund (2014) set out to determine whether bilinguals have an advantage for learning additional languages over monolinguals, purporting to evaluate the Threshold Hypothesis of Cummins (1979a) in this context. The study investigated the attainment of English literacy by Turkish-German, Vietnamese-German, and Russian-German simultaneous and sequential bilinguals for whom English is a third language, and found significant correlations (at 0.01 level) for the second language (German) with the third language (English) at 0.580, and for the heritage language with the second language at 0.638; while the heritage language correlated with the third language at 0.277, the result was non-significant (N = 34). This crosslinguistic transfer effect is well-documented in the scholarly literature for first language (L1) and second language (L2) learners (Genesee et al., 2006; Goldenberg, 2011), but very little prior work has been done to examine crosslinguistic transfer of literacy among trilinguals. The Threshold Hypothesis specifically points to ability levels in the first language as the mechanism which facilitates attainment in the second language (extended to a third language for Lechner and Siemund). The primary conceptual problem with “ability” in the first language is that it lacks any grounded theoretical description of “levels,” and simply equates social status with linguistic ability much as classical prescriptivist ideology does (MacSwan and Rolstad, 2003, 2010; Wiley and Rolstad, 2014).
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This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students' academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students' lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.
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This paper outlines the provincial frameworks that define the Spanish bilingual program in Alberta, Canada, provides an historical overview of its pedagogic constraints and evolution, and proposes a framework for bilingual pedagogy. The framework is conceptualized from the research evidence of three local case studies, and is based on the centrality of cross-linguistic transfer, in relation to linguistic interdependence and bilingual learning.
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Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages.
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Recent studies, using predominantly visual tasks, indicate that early bilinguals tend to outperform monolinguals on attention tests. It remains less clear whether such advantages extend to those bilinguals who have acquired their second language later in life. We examined this question in 38 monolingual and 60 bilingual university students. The bilingual group was further subdivided into early childhood (ECB), late childhood (LCB), and early adulthood bilinguals (EAB). The assessment consisted of five subtests from the clinically validated Test of Everyday Attention (TEA). Overall, bilinguals outperformed monolinguals on auditory attention tests, but not on visual search tasks. The latter observation suggests that the differences between bilinguals and monolinguals are specific and not due to a generally higher cognitive performance in bilinguals. Within the bilingual group, ECB showed a larger advantage on attention switching, LCB/EAB on selective attention. We conclude that the effects of bilingualism extend into the auditory domain and are not confined to childhood bilinguals, although their scope might be slightly different in early and late bilinguals.