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Narrative competence of bilingual children: an exploratory study of Franco-Chinese children aged 5 to 10 years old in France
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In: ISSN: 0718-9397 ; REVISTA AKADÈMEIA (ISSN: 0718-9397) ; https://hal.inria.fr/hal-02073570 ; REVISTA AKADÈMEIA (ISSN: 0718-9397), Universidad Gabriela Mistral.- Chili, 2018, 17 (2), pp.4-23 ; http://revistas.ugm.cl/index.php/rakad/index (2018)
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Interference in Dutch–French Bilinguals : Stimulus and Response Conflict in Intra- and Interlingual Stroop
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In: ISSN: 1618-3169 ; Experimental Psychology ; https://hal-univ-bourgogne.archives-ouvertes.fr/hal-01985154 ; Experimental Psychology, Hogrefe, 2018, 65 (1), pp.13-22 (2018)
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Lexical comprehension and production strategies in L1 and L2 of Turkish-French bilingual children in France
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In: 19th International Conference on Turkish Linguistics ; https://hal.archives-ouvertes.fr/hal-02366421 ; 19th International Conference on Turkish Linguistics, Nazarbayev University, Aug 2018, Astana, Kazakhstan (2018)
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Bilingual Lexical Acquisition. On the crossroads of early word production and grammar: Evidence from a French-Russian bilingual child aged from 2;0 to 4;0
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In: International Conference on Multilingual Awareness and Multilingual Practices ; https://hal.archives-ouvertes.fr/hal-02366413 ; International Conference on Multilingual Awareness and Multilingual Practices, Tallinn University, School of Humanities, Nov 2018, Tallinn, Estonia (2018)
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Neurophysiological indices of the effect of cognates on vowel perception in late Spanish-English bilinguals
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Abstract:
It is well established that acquiring a second language (L2) later in life results in less accurate production and perception of speech sounds in the L2. Languages like Spanish and English have many common words (cognates) and similar sounds, learning how the combination of cognate status and sound similarity can affect processing and lexical access in an L2 is of interest to educators. In the present study, fifteen monolingual English-speakers and 15 late Spanish-English bilinguals were presented with Spanish-English cognates and non-cognates. Event related potentials (ERP) were used to determine whether late L2-learners had more difficulty discriminating mispronunciations of vowels in English words that have Spanish cognates compared to words that do not have cognates. Behavioral results indicated effects of language background differences, but not cognate status, on participants’ ability to discriminate mispronunciations of English vowels, with bilinguals showing poorer discrimination. ERP results revealed that cognate words facilitated L2 phonological processing as evidenced by a larger frontal positive component (P400) ERP effect, similar in amplitude to the P400 from monolinguals. Results suggest that cognate words facilitate not only vocabulary acquisition, but also speech processing, in adult L2 learners, and, thus, may also be useful as a tool for perceptual learning.
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Keyword:
Bilingualism; Cognate words; English language--Study and teaching--Spanish speakers; Evoked potentials (Electrophysiology); Second language acquisition; Speech perception
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URL: https://doi.org/10.7916/d8-hzsk-q556
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| 6 |
The Time Course of Within and Between-Language Interference in Bilinguals
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In: Psychology Faculty Publications (2018)
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Bilingualism and Age Are Continuous Variables That Influence Executive Function
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In: Psychology Faculty Publications (2018)
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| 8 |
Anterior insular thickness predicts speech sound learning ability in bilinguals.
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In: NeuroImage, vol 165 (2018)
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| 9 |
Between-Language Competition in Early-Learner Bilinguals
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In: Spivey, Cynthia Diane. (2018). Between-Language Competition in Early-Learner Bilinguals. UC Merced: Psychological Sciences. Retrieved from: http://www.escholarship.org/uc/item/0384x6xt (2018)
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| 10 |
Discovering Pride and Enthusiasm at a Dual Immersion School
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In: Carranza, Jessica Leila. (2018). Discovering Pride and Enthusiasm at a Dual Immersion School. InterActions: UCLA Journal of Education and Information Studies, 14(1). Retrieved from: http://www.escholarship.org/uc/item/3n68b8qd (2018)
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| 11 |
Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text
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In: Aragon, Maria Jose. (2018). Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/79g2d3t7 (2018)
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| 12 |
The Roles of Language and Executive Function on Early Mathematics Among Emergent Bilinguals
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In: Lin, Grace C.(2018). The Roles of Language and Executive Function on Early Mathematics Among Emergent Bilinguals. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/87z8w6tb (2018)
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| 13 |
Language Experience and Toddlers’ Socially-Cued Word Learning
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In: Schonberg, Christina. (2018). Language Experience and Toddlers’ Socially-Cued Word Learning. UCLA: Psychology 0780. Retrieved from: http://www.escholarship.org/uc/item/9f19h0rs (2018)
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| 14 |
Anterior insular thickness predicts speech sound learning ability in bilinguals
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In: Rodriguez, SM; Archila-Suerte, P; Vaughn, KA; Chiarello, C; & Hernandez, AE. (2018). Anterior insular thickness predicts speech sound learning ability in bilinguals. NEUROIMAGE, 165, 278 - 284. doi:10.1016/j.neuroimage.2017.10.038. UC Riverside: Retrieved from: http://www.escholarship.org/uc/item/4s19t7mc (2018)
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| 15 |
The Role of Bilingualism and Emotion Regulation on Hispanic Children’s Anxiety Development
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In: Quinones-Camacho, Laura Elena. (2018). The Role of Bilingualism and Emotion Regulation on Hispanic Children’s Anxiety Development. UC Riverside: Psychology. Retrieved from: http://www.escholarship.org/uc/item/4hr2w8hb (2018)
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| 16 |
Separation and acquisition of two languages in early childhood : a multidisciplinary approach ; Séparation et acquisition de deux langues chez le jeune enfant : une approche pluridisciplinaire
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In: https://tel.archives-ouvertes.fr/tel-03394824 ; Cognitive Sciences. Université Paris sciences et lettres, 2018. English. ⟨NNT : 2018PSLEE081⟩ (2018)
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| 17 |
Pragmatic abilities in bilinguals ; Pragmatic abilities in bilinguals: The case of scalar implicatures
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In: ISSN: 1879-9264 ; Linguistic Approaches to Bilingualism ; https://hal.archives-ouvertes.fr/hal-01803048 ; Linguistic Approaches to Bilingualism, John Benjamins Pub. Co., 2018, ⟨10.1075/lab.17017.dup⟩ (2018)
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| 18 |
Quand la surdité fait profession : l'émergence de la figure du professeur sourd à l'épreuve de l'histoire
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In: ISSN: 2609-5211 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211) ; https://hal-inshea.archives-ouvertes.fr/hal-02400772 ; La nouvelle revue - Éducation et société inclusives (ISSN : 2609-5211), INSHEA, 2018 (2018)
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| 19 |
A study of fundamental frequency in female and male English/French bilingual speakers. ; Étude des variations de fréquence fondamentale relatives au genre chez des bilingues Anglais/Français
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In: XXXIIe Journées d’Études sur la Parole ; XXIIe Journées d’Études sur la Parole ; https://hal.archives-ouvertes.fr/hal-03004728 ; XXIIe Journées d’Études sur la Parole, Jun 2018, Aix-En-Provence, France. pp. 178-186, ⟨10.21437/jep.2018-21⟩ ; https://jep2018.sciencesconf.org/ (2018)
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| 20 |
Кодовые переключения в произведениях англоязычного бикультурального автора-билингва Дж. Р. Фаулза ... : CODE-SWITCHINGS IN THE WORKS OF ANGLOPHONE BICULTURAL BILINGUAL WRITER J.R. FOWLES ...
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