Experience-based individual differences modulate language, mind and brain outcomes in multilinguals

Luk, Gigi; Rothman, Jason

doi:10.1016/j.bandl.2022.105107

Cited by 12 publications

(9 citation statements)

References 59 publications

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“…Importantly, research conclusions using these approaches provide an enriched set of findings beyond a one-sided (dis)advantage. In fact, recent studies have already adopted these strategies (e.g., Arredondo et al, 2022 used a person-specific connectivity analysis with functional Near-Infrared Spectroscopy (fNIRS) signal; Calvo & Bialystok, 2021, used a continuum-to-group approach, see the special issue co-edited by Luk & Rothman, 2022) and multiple theoretical accounts have moved forward the discussion to consider bilingualism and neuroplasticity in more complex terms (UBET, DeLuca et al, 2020; Dynamic Restructuring Model, Pliatsikas, 2020).…”

Section: Situating the Problem Spacementioning

confidence: 99%

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

Luk

2022

Applied Psycholinguistics

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The search for the existence and nonexistence of bilingual advantages and disadvantages has become a battleground marked by polarized comments and perspectives, furthering our understanding of neither bilingualism as an experience nor cognition as higher-level mental processes. In this paper, I provide a brief historical overview of research examining the cognitive and linguistic consequences of multilingualism and address the assumptions underlying research exploring the bilingual behavioral difference. I aim to illustrate the sole focus on behavioral (dis)advantage fails to reflect the complexity and dynamicity of people’s bilingual experiences, thereby distracting from understanding bilingualism. Responding to the call of this special issue, I describe the necessity to focus on people when moving toward a just and equitable future for applied psycholinguistic research. Furthermore, I explain why the nuances of bilingualism need to be recognized beyond binary categorization to advance knowledge about bilingualism and its consequences. To avoid unjust misattribution of a behavioral outcome to people’s life experience and to report research findings in a transparent manner, the myopic representation of the terms “bilingual (dis)advantage” should be recognized and reflected on.

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Section: Situating the Problem Spacementioning

confidence: 99%

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

Luk

2022

Applied Psycholinguistics

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“…Such more socially just methods have the potential of turning the tide away from a monolingual bias. I fully concur with Luk and Rothman (2022) when they write: "new approaches in characterizing multilingualism will continue to propel our fields beyond simple group comparisons, increasing ecological and social justice validities for understanding multilingualism in a global perspective of the 21st century" (p. 3).…”

Section: Discussionmentioning

confidence: 63%

“…Because of the wide variability in holistic proficiency profiles, not only in children (De Houwer, 2021) but also in adults (Luk & Rothman, 2022) the challenges are great. Yet we need instruments that can reliably distinguish between levels of global bilingual proficiency without resort to standardized monolingual norms or empirically unverifiable and discriminatory "native speaker" usage.…”

Section: Analytic Proceduresmentioning

confidence: 99%

“…Proficiency in a particular language and the very use of it, in any modality, can wax and wane throughout a bilingual’s lifespan (De Houwer & Ortega, 2019). Bilingualism is “a constellation of overlapping, continuous and multi-dimensional spectra” (Luk & Rothman, 2022, p. 2) rather than a categorical variable (Claussenius-Kalman et al, 2021). Bilinguals’ knowledge and/or processing of one language is typically influenced by their knowledge and/or processing of the other one (Prior & van Hell, 2021).…”

Section: Bilinguals: Not Two Monolinguals In Onementioning

confidence: 99%

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The danger of bilingual–monolingual comparisons in applied psycholinguistic research

Houwer¹

2022

Applied Psycholinguistics

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The pervasive monolingual bias present within many societies threatens the well-being of bilingual children and their families. Unfortunately, such bias is present in much psycholinguistic research as well. Bilingual–monolingual comparisons with methodological approaches upholding monolingual norms are not equitable to bilinguals. We do not need such comparisons to learn more about bilingual use and processing. Instead, psycholinguistic research investigating the impact of different kinds of environments for language learning, use, and processing within bilingual populations can be transformative. Applied psycholinguistic research with an increased focus on investigating all the languages bilingual children and their families need for day-to-day communication, and on the factors supporting their learning and use, can help inform educators, policy makers, and language and speech professionals. This will hopefully contribute to the well-being of the people we study.

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“…For EMI professional development, especially for improving EMI instructors’ own English proficiency as well as their students’, the SLA usage-based learning paradigm is uniquely relevant that places a dual premium on the quantity and quality of the linguistic environment and the learner’s experience with the target language input (see, e.g., Bybee, 2008 ; Ellis and Wulff, 2015 ; Luk and Rothman, 2022 ). Given its overarching goal of developing learners’ functional competence in English vis-à-vis an academic subject, it only stands to reason that EMI should provide usage-based instruction ( Verspoor, 2017 ; Han, 2020 ; Lowie et al, 2020 ), as should the training of EMI teachers if improving teachers’ English proficiency is part of the goal.…”

Section: Reconcpetualizing Emi Curriculum and Teacher Developmentmentioning

confidence: 99%

In English Medium Instruction you can walk and chew gum

Han

2023

Front. Psychol.

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In English Medium Instruction (EMI), one of the biggest challenges is reportedly the teachers’ own lack of English language proficiency. Helping teachers to improve their proficiency while learning about pedagogy is critical to achieving reasonable success in EMI. This article is contextualized in an English language teacher education program conducted in Tunisia. Specifically, I zoom in on a training task that had trainees reading an academic textbook and posting takeaways on an asynchronous platform over a four-week period. The corpus, comprising 50 journal entries produced by five teacher trainees, was analyzed, first using automated tools for natural language processing and then through human coding, for a combination of quantitative and qualitative perspectives, and with a view to deriving a comprehensive understanding of learning as manifested on multiple levels - psychological, cognitive, and linguistic. Results show impressive learning gains both in content and language. I conclude by discussing the findings and implications for EMI.

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Experience-based individual differences modulate language, mind and brain outcomes in multilinguals

Cited by 12 publications

References 59 publications

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”

The danger of bilingual–monolingual comparisons in applied psycholinguistic research

In English Medium Instruction you can walk and chew gum

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