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Language Use, Processing and Acquisition in Multilingual Contexts
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Language Use, Processing and Acquisition in Multilingual Contexts

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (15 January 2024) | Viewed by 25474

Special Issue Editors

Dr. Margreet Vogelzang

E-Mail Website
Guest Editor
Theoretical and Applied Linguistics Section, University of Cambridge, Cambridge CB3 9DA, UK
Interests: multilingualism; psycholinguistics; language acquisition; cognitive science; neurolinguistics; individual differences
Prof. Dr. Jacopo Torregrossa

E-Mail Website
Guest Editor
Institute for Romance Languages and Literatures, Goethe University Frankfurt, 60629 Frankfurt am Main, Germany
Interests: bilingual language acquisition; multilingualism; language learning; metacognition; multilingual pedagogies
Dr. Mandy Wigdorowitz

E-Mail Website
Guest Editor
Cambridge University Library, University of Cambridge, Cambridge CB3 9DR, UK
Interests: mono-/bi-/multilingualism; psycholinguistics; sociolinguistics; language profiling; language processing; comprehension

Special Issue Information

Dear Colleagues,

Many studies have investigated the relationships between being mono-/bi-/multilingual and associated linguistic and language-related processing outcomes. However, much less is known about the influence of the diversity of languages in a society on these outcomes. That is, one does not necessarily need to speak multiple languages themselves to be influenced by their societal presence (Bice & Kroll, 2019; Fan et al., 2015; Tsimpli et al., 2020; Vogelzang et al., 2022; Wigdorowitz et al., 2020, 2022). In this view, a multilingual context is any context in which multiple languages are used in the environment—this is sometimes referred to as contextual linguistic diversity (Wigdorowitz et al., 2020, 2022; Wigdorowitz, under review). Many societies have high linguistic diversity, with different languages being spoken in different regions within the country, or even within the same region, based on historical development, migration, and globalization. In addition, there is increasing support for the idea that mono-/bi-/multilingualism are not merely 'states' or categorical experiences, but that there also exists great individual differences in language use and exposure within these groups (Caloi & Torregrossa, 2021; Castro et al., 2022; Kašćelan et al., 2022; Luk & Bialystok, 2013; Surrain & Luk, 2019; Torregrossa et al., 2021).

Accordingly, the central question of this Special Issue is to what extent language use and/or patterns of language exposure in multilingual contexts affect language acquisition, language processing, or other cognitive processes. We aim to bring together contributions dealing with this question from linguistic, sociolinguistic, psycholinguistic, and language acquisition perspectives. Works may proceed both by focusing on group behavior or on within-group heterogeneity. We call for studies investigating any languages or contexts, including non-Western contexts in the Global South and underrepresented populations (e.g., low socioeconomic contexts, minority language speakers). Both quantitative and qualitative methods will be considered.

This Special Issue encourages open science best practices.

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of max. 400 words summarizing their intended contribution. These should be submitted to the corresponding guest editor (Dr. Margreet Vogelzang, mv498@cam.ac.uk) or to Languages Editorial Office (languages@mdpi.com). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review in line with Languages review policy.

Manuscript length is flexible, but is typically between 8000 and 10000 words.

Tentative completion schedule

Abstract submission deadline: 15 May 2023
Notification of abstract acceptance: 1 June 2023
Full manuscript deadline: 15 November 2023

References

Bice, K., & Kroll, J. F. (2019). English only? Monolinguals in linguistically diverse contexts have an edge in language learning. Brain and Language, 196, 104644. https://doi.org/10.1016/j.bandl.2019.104644

Caloi, I., & Torregrossa, J. (2021). Home and school language practices and their effects on heritage language acquisition: A view from heritage Italians in Germany. Languages, 6(1), Article 50. https://doi.org/10.3390/languages6010050

Castro, S., Wodniecka, Z., & Timmer, K. (2022). Am I truly monolingual? Exploring foreign language experiences in monolinguals. PLoS ONE, 17(3), e0265563. https://doi.org/10.1371/journal.pone.0265563

Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26(7), 1090–1097. https://doi.org/10.1177/0956797615574699

Kašćelan, D., Prévost, P., Serratrice, L., Tuller. L., Unsworth, S., & De Cat, C. (2022). A review of questionnaires quantifying bilingual experience in children: Do they document the same constructs? Bilingualism: Language and Cognition, 25, 29–41. https://doi.org/10.1017/S1366728921000390

Luk, G., & Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25(5), 605–621. https://doi.org/10.1080/20445911.2013.795574

Surrain, S., & Luk, G. (2019). Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015. Bilingualism: Language and Cognition, 22(2), 401–415. https://doi.org/10.1017/S1366728917000682

Torregrossa, J., Andreou, M., Bongartz, C., & Tsimpli, I. M. (2021). Bilingual acquisition of reference. The role of language experience, executive functions and cross-linguistic effects. Bilingualism: Language and Cognition, 24(4), 694–706. https://doi.org/10.1017/S1366728920000826

Tsimpli, I., Vogelzang, M., Balasubramanian, A., Marinis, T., Alladi, S., Reddy, A., & Panda, M. (2020). Linguistic diversity, multilingualism, and cognitive skills: A study of disadvantaged children in India. Languages, 5(1). https://doi.org/10.3390/languages5010010

Vogelzang, M., Carston, R., & Tsimpli, I. M. (2022). When we verb a noun: Processing and understanding denominal verbs through pragmatic inferences. Cambridge Language Sciences Annual Symposium. http://doi.org/10.33774/coe-2022-dzznv

Wigdorowitz, M. (under review). The case for contextual linguistic diversity in bilingualism research.

Wigdorowitz, M., Pérez, A. I., & Tsimpli, I. M. (2020). A holistic measure of contextual and individual linguistic diversity. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2020.1835921

Wigdorowitz, M., Pérez, A. I., & Tsimpli, I. M. (2022). Sociolinguistic context matters: Exploring differences in contextual linguistic diversity in South Africa and England. International Multilingual Research Journal, 16(4), 345–364. https://doi.org/10.1080/19313152.2022.2069416

Dr. Margreet Vogelzang
Prof. Dr. Jacopo Torregrossa
Dr. Mandy Wigdorowitz
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • monolingualism/bilingualism/multilingualism
  • contextual linguistic diversity
  • language contact
  • linguistic experience
  • language use
  • language exposure
  • language profiling
  • individual differences
  • sociocultural context
  • language switching
  • language mixing
  • language processing
  • language acquisition
  • heritage languages/speakers
  • minority languages/speakers

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (11 papers)

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Research

18 pages, 333 KiB  
Article
The Discursive Strategies in the Spoken Narratives of Multilingual Sepitori and Sesotho Speakers
by Ramona Kunene Nicolas and Nonhlanhla Ntuli
Languages 2025, 10(5), 89; https://doi.org/10.3390/languages10050089 - 24 Apr 2025
Abstract
In linguistically diverse and multilingual South African communities, it is common to use non-standard language varieties (NSLVs), often called mixed languages, as lingua franca. These NSLVs are primarily spoken in black townships throughout South Africa. Previous studies show that the discursive production of [...] Read more.
In linguistically diverse and multilingual South African communities, it is common to use non-standard language varieties (NSLVs), often called mixed languages, as lingua franca. These NSLVs are primarily spoken in black townships throughout South Africa. Previous studies show that the discursive production of oral narratives impacts the development and use of higher-order language processing, as they require the knowledge, language skills and abilities to produce coherent discourse. The main focus of the existing literature in oral narrative is mostly on standard languages. In this study, we explore how speakers of Sepitori, a non-standard language variety (NSLV), produce an oral narrative compared to Sesotho, a standard language. The current study investigates the oral narrative production of a total number of 20 participants who are adult speakers of Sesotho and Sepitori (ten from each language). The Sesotho speakers were bilingual speakers of English and Sesotho. The Sepitori speakers were multilingual speakers of English, Sesotho, Zulu and other languages spoken in the Mamelodi township. This study used a mixed methodology of quantitative and qualitative analysis. Narratives were annotated for language complexity in the macro- and microstructure elements: the length and type of clause, pragmatic acts, referential lexical choices and code-switched words. Sepitori speakers produced narratives characterised by interactive clauses unrelated to the narrative level and with a greater range of lexical referents, showcasing more individual linguistic variation. Sesotho speakers produced a more sequential oral narrative in line with story schema with fewer interjections to the researcher. In an increasingly linguistically heterogeneous South Africa, more research is required to gain insights into how multilingual individuals develop and refine their narrative skills, emphasising the much-needed focus on NSLV from a psycholinguistic perspective, which may ultimately inform tools of assessment for multilingual children and adults in social, clinical and academic contexts. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
28 pages, 1130 KiB  
Article
“He Speaks Two Languages at the Same Time … So, Why Should It Be Sad?”—Dutch Multilingual Children’s Beliefs About Language Use and Language Mixing In- and Outside the Home
by Eva Knopp, Sterre Turling, Chantal van Dijk and Claire Goriot
Languages 2025, 10(3), 41; https://doi.org/10.3390/languages10030041 - 26 Feb 2025
Viewed by 642
Abstract
This study investigates the beliefs about multilingualism and the multilingual language use of multilingual children living in the Netherlands, a highly diverse and multilingual society. We interviewed 26 8- to 12-year-old primary school children with different home languages (i.e., English, German, Polish or [...] Read more.
This study investigates the beliefs about multilingualism and the multilingual language use of multilingual children living in the Netherlands, a highly diverse and multilingual society. We interviewed 26 8- to 12-year-old primary school children with different home languages (i.e., English, German, Polish or Turkish). Children indicated how a multilingual alter-ego felt about multilingual language use scenarios and why. The scenarios comprised situations using their different languages with parents, friends or teachers in monolingual and multilingual modes. Children overwhelmingly associated neutral or positive feelings with using the societal and home language. These feelings were not consistently affected by the societal prestige of their home language (measured by English and German vs. Polish and Turkish as their home language). The content analysis indicated that, besides competence, accommodating the interlocutor, personal preference and normality were the most frequent explanations children provided for their emotional reactions. Our findings indicate that the participating children experience being multilingual as normal and are not (yet) negatively affected in their attitudes despite their experience with a monolingual bias at school. Although no effects of home language prestige emerged, differences between children from specific home language communities suggest that myths about multilingual competence and code-mixing persist. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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26 pages, 1716 KiB  
Article
Cognate Facilitation in Child Third Language Learners in a Multilingual Setting
by Helen Engemann and Stefanie Radetzky
Languages 2024, 9(10), 310; https://doi.org/10.3390/languages9100310 - 27 Sep 2024
Viewed by 1167
Abstract
Research has established cognate facilitation effects as a robust finding in bilingual adults and children. Recent studies suggest that cognate facilitation also occurs in highly proficient trilingual adults and can even accumulate across languages. The evidence for multilingual children is scarce and inconclusive. [...] Read more.
Research has established cognate facilitation effects as a robust finding in bilingual adults and children. Recent studies suggest that cognate facilitation also occurs in highly proficient trilingual adults and can even accumulate across languages. The evidence for multilingual children is scarce and inconclusive. This study examines whether and in which direction cognate effects arise in 35 ten-year-old unbalanced trilingual children, who, in addition to their L1 Italian, acquired L2 German and L3 English in a three-way immersion class in the multilingual region of South Tyrol in Italy. We manipulated cognate status, comparing naming accuracy and latencies in both the L1 and the L3 across double, triple, and non-cognates. The results reveal cognate facilitation effects in naming accuracy, but not in naming speed, for all cognate conditions relative to non-cognates. Furthermore, cognate facilitation was restricted to the L3, replicating previously attested asymmetric effects in unbalanced speakers. In sum, the results indicate that cognate facilitation may boost lexical learning in unbalanced trilingual children who acquire the L2 and the L3 in mainly instructed settings. We discuss these findings in relation to the potential role of language proximity, the L2 status factor, and implications for lexical learning in diverse multilingual environments. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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44 pages, 5109 KiB  
Article
The Influence of Multilingual Experience on Executive Function and Structure Learning: Effects in Young Adults in the UK and Singapore
by Chrysoula Vassiliu, Victoria Leong and Henriette Hendriks
Languages 2024, 9(4), 136; https://doi.org/10.3390/languages9040136 - 8 Apr 2024
Viewed by 2470
Abstract
Most studies regarding the relationship between multilingualism and cognitive control reduce linguistic diversity to a dichotomous comparison, viz., monolinguals vs. bilinguals, failing to capture the multifactorial nature of multilingualism. Language research is largely restricted to the Global North, albeit most of the world’s [...] Read more.
Most studies regarding the relationship between multilingualism and cognitive control reduce linguistic diversity to a dichotomous comparison, viz., monolinguals vs. bilinguals, failing to capture the multifactorial nature of multilingualism. Language research is largely restricted to the Global North, albeit most of the world’s population resides in the Global South, limiting the interpretability of the existing literature. Cognitive performance is assessed using very few tasks, yielding unreliable measurements. In this study, we identify the manner in which multilingual experiences influence cognitive performance in diverse sociolinguistic contexts. Young adults from the UK (n = 51, mean age = 24.0, SD = 3.18) and Singapore (n = 36, mean age = 21.3, SD = 2.15) were tested using an extensive battery of cognitive tasks, including cognitive flexibility (CF), working memory (WM), inhibition, and structure learning (SL). Information on language proficiency, use, age of acquisition, and frequency of switching was collected. The effects of various linguistic factors on the cognitive performance of each group were assessed using multiple linear regression models. The UK and Singapore samples exhibited significantly different linguistic profiles, which in turn dissimilarly influenced their cognitive performance. Our study underscores the necessity for more research in the Global South, challenging the prevailing Northern-centric focus on the multilingualism–cognition relationship. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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27 pages, 3032 KiB  
Article
The Effect of Indian Contact and Glaswegian Contact on the Phonetic Backward Transfer of Glaswegian English (L2) on Hindi and Indian English (L1)
by Divyanshi Shaktawat
Languages 2024, 9(4), 118; https://doi.org/10.3390/languages9040118 - 26 Mar 2024
Viewed by 1748
Abstract
This study examined phonetic backward transfer in ‘Glaswasians’, the ethnolinguistic minority of first-generation bilingual immigrant Indians in Glasgow (Scotland), who present a situation of contact between their native languages of Hindi and Indian English (L1s) and the dominant host language and dialect, Glaswegian [...] Read more.
This study examined phonetic backward transfer in ‘Glaswasians’, the ethnolinguistic minority of first-generation bilingual immigrant Indians in Glasgow (Scotland), who present a situation of contact between their native languages of Hindi and Indian English (L1s) and the dominant host language and dialect, Glaswegian English (L2). This was examined in relation to the Revised Speech Learning Model (SLM-r) and Speech Accommodation Framework. These predict that the migrants’ L1 sound categories can either shift to become more Glaswegian-like (‘assimilation’ or ‘convergence’) or exaggeratedly Indian-like (‘dissimilation’ or ‘divergence’) or remain unchanged. The effect of Indian and Glaswegian Contact on transfer was also investigated. Two control groups (Indians and Glaswegians) and the experimental group (Glaswasians) were recorded reading English and Hindi sentences containing multiple phones which were examined for multiple phonetic features (/t/—VOT, /l/—F2-F1 difference, /b d g/—Relative Burst Intensity). In both languages, Glaswasian /t/ and /g/ became more Glaswegian-like (assimilation), whereas F2-F1 difference in /l/ became exaggeratedly Indian-like (dissimilation). Higher Indian Contact was associated with more native-like values in /t/ and /l/ in Hindi but had no influence on /g/. Higher Glaswegian Contact was related to increased assimilation of /g/ in English but had no effect on /l/ and /t/. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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30 pages, 2130 KiB  
Article
Third-Generation Heritage Spanish Acquisition and Socialization: Word Learning and Overheard Input in an L.A.-Based Mexican Family
by Eric Alvarez and Aliyah Morgenstern
Languages 2024, 9(3), 108; https://doi.org/10.3390/languages9030108 - 19 Mar 2024
Viewed by 2349
Abstract
This case study examines overheard speech in a third-generation heritage Spanish Mexican family. It presents Spanish use longitudinally and describes overheard Spanish word use in interaction. Transcribed on CLAN to create a plurilingual corpus, ethnographic video data consisted of 24 h across three [...] Read more.
This case study examines overheard speech in a third-generation heritage Spanish Mexican family. It presents Spanish use longitudinally and describes overheard Spanish word use in interaction. Transcribed on CLAN to create a plurilingual corpus, ethnographic video data consisted of 24 h across three sampling periods, yielding nearly 30,000 Spanish, English, and language mixed utterances. Quantitative analyses indicate strong Spanish use in the first sample, before dropping. Qualitative descriptions show the third-generation target-child’s attunement to overheard Spanish, and her agency to use Spanish. Overheard input helps her use Spanish words, influencing her social encounters. This paper examines what we coded as overheard input in heritage language acquisition and socialization research. The language practices of one multigenerational Mexican family in California are explored, accounting for how their language practices in multiparty interaction co-create meaning, and how they help a third-generation child use Spanish words grounded in daily experiences. The findings contribute to the discussion of bilingualism in general and definitions of heritage bilingualism in particular. The results underscore the understudied role of overhead speech produced by a diversity of multigenerational family members and word learning. Participation frameworks are dynamically constructed by all participants as permeable, inclusive, and engage the children’s use of inherited bilingual and bicultural practices, suggesting that heritage bilingualism is not just about abstract grammar. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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36 pages, 2179 KiB  
Article
Context Matters: How Experimental Language and Language Environment Affect Mental Representations in Multilingualism
by Laura Sperl, Marta Sofia Nicanço Tomé, Helene Kühn and Helene Kreysa
Languages 2024, 9(3), 106; https://doi.org/10.3390/languages9030106 - 19 Mar 2024
Cited by 1 | Viewed by 2362
Abstract
The Revised Hierarchical Model (RHM) proposed by Kroll and Stewart has been one of the most influential models of late multilingual language processing. While the model has provided valuable insights into language processing mechanisms, the role of contextual factors for the RHM has [...] Read more.
The Revised Hierarchical Model (RHM) proposed by Kroll and Stewart has been one of the most influential models of late multilingual language processing. While the model has provided valuable insights into language processing mechanisms, the role of contextual factors for the RHM has not been investigated to date. Such contextual effects could be manifold, including individual speakers’ language profiles (such as age of acquisition, proficiency, and immersion experiences), experimental factors (such as different instruction languages), and environmental factors (such as societal language(s)). Additionally, it also appears promising to investigate the applicability of the RHM to non-native multilingual speakers from diverse backgrounds. To investigate whether some of the mentioned contextual factors affect non-native language processing, we designed three online experiments requiring answers in German and English, but tested speakers whose first language was neither German nor English. They performed a series of translation, picture-naming, and recall tasks based on Kroll and Stewart, as well as providing detailed information on their proficiencies, profiles of language use, and exposure. Experiment 1, conducted with speakers living in Germany, established the paradigm and investigated the role of individual differences in linguistic background. While Experiment 2 focused on the short-term effects of the experimental context by varying whether instructions were provided in German or in English, Experiment 3 examined the longer-term role of the current language environment by comparing individuals living in German-speaking countries with speakers living in societies where neither experimental language is spoken regularly. As in Kroll and Stewart, both the response language and the list type constituted key variables affecting response times and accuracy, known as language asymmetry and category interference. Importantly, the strength of this asymmetry was affected by participants’ immersion experiences, suggesting a certain dynamic development in multilingual language processing. In addition, context also seemed to play a role for experimental performance, especially the language environment examined in Experiment 3. Hence, speakers’ individual linguistic backgrounds and experience with the experimental languages, as well as additional contextual factors, need to be considered when conducting multilingual experiments and drawing conclusions about multilinguistic processing. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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18 pages, 4217 KiB  
Article
Emerging Multilingual Children’s School Language Socialization: A Three-Year Longitudinal Case Study of a Korean Middle School
by Jinsil Jang
Languages 2024, 9(3), 104; https://doi.org/10.3390/languages9030104 - 18 Mar 2024
Viewed by 2186
Abstract
This qualitative case study reports the impact of schooling on migrant children’s language socialization, particularly focusing on the role of language ideologies and practices within Korean schools. Despite an increasing population of migrant multilingual children in Korean schools, the education system predominantly follows [...] Read more.
This qualitative case study reports the impact of schooling on migrant children’s language socialization, particularly focusing on the role of language ideologies and practices within Korean schools. Despite an increasing population of migrant multilingual children in Korean schools, the education system predominantly follows a monolingual orientation with Korean as the primary medium of instruction. The research aims to address this gap by investigating the influence of Korean teachers’ and emergent multilingual youths’ language ideologies on bi- and multilingual language education. Additionally, this study explores how emerging multilingual children comply with or exhibit ambivalence/resistance toward instructed practices. Data were collected over three years from a regional middle school in South Korea and inductively analyzed using constant comparative methods. The findings underscore the significance of creating a multilingual space in classrooms where teachers value diverse linguistic and other semiotic resources, fostering more active engagement and negotiation of meaning among multilingual students. In contrast, monolingual-oriented classrooms result in the students’ passive behavior and hinder socialization into the Korean school environment. This study advocates for a more inclusive learning environment that recognizes and embraces multilingual values, facilitating meaningful language practices among emerging multilingual youth. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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15 pages, 895 KiB  
Article
How Parents’ Perceived Value of the Heritage Language Predicts Their Children’s Skills
by Martina Cangelosi, Claudia Borghetti and Paola Bonifacci
Languages 2024, 9(3), 80; https://doi.org/10.3390/languages9030080 - 28 Feb 2024
Cited by 2 | Viewed by 2627
Abstract
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child–caretaker interactions and are closely linked to child language development and acquisition. This study investigates [...] Read more.
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child–caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children’s proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-structured interviews with 53 multilingual parents to explore their beliefs, ideologies, and language management within the family context. Concurrently, their children were administered standardized tasks in their heritage language (HL) to assess receptive vocabulary skills and morphosyntactic comprehension. Our findings indicate that parents’ perceived value of the HL significantly correlates with their children’s language performance, going beyond the influence of reported domestic language usage. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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18 pages, 375 KiB  
Article
Exploring Different Stakeholder Perspectives on Bilingualism in Autism
by Katie Beatrice Howard, Jenny L. Gibson and Napoleon Katsos
Languages 2024, 9(2), 66; https://doi.org/10.3390/languages9020066 - 19 Feb 2024
Cited by 2 | Viewed by 2727
Abstract
An increasing body of research suggests that bilingualism is possible and perhaps even advantageous for autistic individuals. However, several factors might influence parents’ decisions about raising their autistic child bilingually, including national language policies, educational contexts, advice received from key professionals, and the [...] Read more.
An increasing body of research suggests that bilingualism is possible and perhaps even advantageous for autistic individuals. However, several factors might influence parents’ decisions about raising their autistic child bilingually, including national language policies, educational contexts, advice received from key professionals, and the child’s individual strengths and needs. Accordingly, there is a clear imperative to understand how the views of different stakeholders converge and diverge when language decisions are made in the context of autism. This paper brings new insights by synthesising the findings of three qualitative studies that used interpretative phenomenological analysis (IPA) to explore the perspectives and experiences of bilingual autistic children (n = 11), parents (n = 16), and educational practitioners (n = 13) of bilingualism in autism in England and Wales. Despite wide variation between and within groups, a striking tension emerged between individuals’ beliefs about bilingualism in general, which were positive, and their experiences of bilingualism in autism specifically, which often foregrounded more monolingual approaches. This paper examines this tension, with a particular focus on stakeholders’ attitudes towards the feasibility of bilingualism, families’ language choices in the context of autism, and how notions of contextual linguistic diversity accentuated differences between England and Wales. We conclude by arguing that greater awareness of both bilingualism and neurodiversity in educational and clinical settings may improve the experiences of bilingual autistic children and, crucially, the language advice families receive. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
20 pages, 2869 KiB  
Article
On the Role of Informal vs. Formal Context of Language Experience in Italian–German Primary School Children
by Mariapaola Piccione, Maria Francesca Ferin, Noemi Furlani, Miriam Geiß, Theodoros Marinis and Tanja Kupisch
Languages 2024, 9(2), 63; https://doi.org/10.3390/languages9020063 - 16 Feb 2024
Cited by 1 | Viewed by 2401
Abstract
This study focuses on the contexts of language experience in relation to language dominance in eighty-seven Italian–German primary school children in Germany using the MAIN narrative task. We compare current language experience in the heritage language (Italian) and the majority language (German) in [...] Read more.
This study focuses on the contexts of language experience in relation to language dominance in eighty-seven Italian–German primary school children in Germany using the MAIN narrative task. We compare current language experience in the heritage language (Italian) and the majority language (German) in both formal and informal settings, and we examine the respective impact on micro- and macrostructure measures, including different language domains. Some previous findings emphasized the importance of language experience in formal contexts. By contrast, our results suggest that, in particular, language experience in informal contexts determines vocabulary and fluency in the heritage and majority language, while there are no effects of exposure on syntactic complexity. Furthermore, while the younger children are relatively balanced, the older children are more dominant in the societal language. Our findings imply that the use of the minority language in informal contexts should be encouraged to promote its development and maintenance. Full article
(This article belongs to the Special Issue Language Use, Processing and Acquisition in Multilingual Contexts)
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