We need an integrated, multiple-predictor model of native language proficiency

2012 ◽  
Vol 2 (3) ◽  
pp. 304-307 ◽  
Author(s):  
Irina Sekerina
Keyword(s):  
Language Proficiency ◽  
Native Language ◽  
Multiple Predictor ◽  
Predictor Model ◽  
Native Language Proficiency

Language Proficiency and Health Status

2012 ◽  
Vol 53 (1) ◽  
pp. 124-145 ◽  
Author(s):  
Ariela Schachter ◽  
Rachel T. Kimbro ◽  
Bridget K. Gorman
Keyword(s):  
Language Proficiency ◽  
Asian American ◽  
Native Language ◽  
The United States ◽  
The Philippines ◽  
Health Access ◽  
Acculturation Stress ◽  
Physical And Mental Health ◽  
Policy Makers ◽  
Native Language Proficiency

Bilingual immigrants appear to have a health advantage, and identifying the mechanisms responsible for this is of increasing interest to scholars and policy makers in the United States. Utilizing the National Latino and Asian American Study (NLAAS; n = 3,264), we investigate the associations between English and native-language proficiency and usage and self-rated health for Asian and Latino U.S. immigrants from China, the Philippines, Vietnam, Mexico, Cuba, and Puerto Rico. The findings demonstrate that across immigrant ethnic groups, being bilingual is associated with better self-rated physical and mental health relative to being proficient in only English or only a native language, and moreover, these associations are partially mediated by socioeconomic status and family support but not by acculturation, stress and discrimination, or health access and behaviors.

scholarly journals The influence of non-native language proficiency on speech perception performance

2014 ◽  
Vol 5 ◽  
Author(s):  
Lisa Kilman ◽  
Adriana Zekveld ◽  
Mathias Hällgren ◽  
Jerker Rönnberg
Keyword(s):  
Speech Perception ◽  
Language Proficiency ◽  
Native Language ◽  
Native Language Proficiency

scholarly journals Bilingual Language Experience Shapes Resting-State Brain Rhythms

2020 ◽  
Vol 1 (3) ◽  
pp. 288-318
Author(s):  
Kinsey Bice ◽  
Brianna L. Yamasaki ◽  
Chantel S. Prat
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Resting State ◽  
Dual Language ◽  
Language Use ◽  
Native Language ◽  
Alpha Power ◽  
Language Experience ◽  
Native Language Proficiency

An increasing body of research has investigated how bilingual language experience changes brain structure and function, including changes to task-free, or “resting-state” brain connectivity. Such findings provide important evidence about how the brain continues to be shaped by different language experiences throughout the lifespan. The neural effects of bilingual language experience can provide evidence about the additional processing demands placed on the linguistic and/or executive systems by dual-language use. While considerable research has used MRI to examine where these changes occur, such methods cannot reveal the temporal dynamics of functioning brain networks at rest. The current study used data from task-free EEGS to disentangle how the linguistic and cognitive demands of bilingual language use impact brain functioning. Data analyzed from 106 bilinguals and 91 monolinguals revealed that bilinguals had greater alpha power, and significantly greater and broader coherence in the alpha and beta frequency ranges than monolinguals. Follow-up analyses showed that higher alpha was related to language control: more second-language use, higher native-language proficiency, and earlier age of second-language acquisition. Bilateral beta power was related to native-language proficiency, whereas theta was related to native-language proficiency only in left-hemisphere electrodes. The results contribute to our understanding of how the linguistic and cognitive requirements of dual-language use shape intrinsic brain activity, and what the broader implications for information processing may be.

scholarly journals DEVELOPING COLLOCATIONAL AND PHONOLOGICAL COMPETENCES OF EMERGING TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE THROUGH COGNITIVE APPROACH TO PROCESSING MULTI-WORD UNITS

2015 ◽  
Vol 1 ◽  
pp. 42
Author(s):  
Irisa Berga
Keyword(s):  
Foreign Language ◽  
Natural Language ◽  
Language Proficiency ◽  
Native Language ◽  
Instructional Approach ◽  
Cognitive Approach ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Analytic Processing ◽  
Informal Settings

<p>This paper addresses unresolved issues in the acquisition, processing and use of multi-word units which account for the learner’s idiomatic, natural language. The aim of the study is to argue for an analytic instructional approach to developing the trainee teacher’s collocational and phonological competences through the medium of the native language employing a set of didactic and linguistic techniques like etymological, phonological, structural, lexical and semantic dissection of multi-word units. Research results imply that analytic processing of multi-word units relate moderately to the enhancement of the learner’s collocational and phonological competences though relations between formal instruction and the language proficiency level may be partly obscured by the probable exposure of the learner to multi-word units in informal settings.<strong></strong></p>

Second language proficiency differences in the learning of semantically-equivalent bilingual sentences

1987 ◽  
Vol 8 (1) ◽  
pp. 75-84 ◽  
Author(s):  
J. Y. Opoku
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Transfer Of Learning ◽  
Native Language ◽  
Transfer Task ◽  
The Other ◽  
Second Language Proficiency ◽  
Different Levels

ABSTRACTThree groups of subjects who used English as a second language and who were considered to be at different levels of proficiency in English participated in a study of transfer of learning from English to Yoruba, their native language, and from Yoruba to English. It was predicted that total transfer from one language to the other would decrease with increasing proficiency in English and that transfer from Yoruba to English would be higher than from English to Yoruba at lower levels of proficiency in English. Findings showed rather that total transfer increased with increasing proficiency in English and that transfer from English to Yoruba was higher than from Yoruba to English for all groups. It is concluded that on a verbal transfer task, bilinguals show development from independent to interdependent language systems with increasing proficiency in a second language.

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