Spanish/English Speech Practices: Bringing Chaos to Order

Toribio, Almeida Jacqueline

doi:10.1080/13670050408667805

Cited by 23 publications

(7 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…How successful a speaker is in message delivery reflects communicative competence (Heredia and Altarriba, 2001; Martin-Rhee and Bialystok, 2008). Bilingual communicative competence reflects not only how well a speaker conceptualizes, formulates, and generates a message, but also the speaker’s ability to discern if the intended message is stated effectively between two languages (Hammer and Rodriguez, 2012; Reyes, 2004; Rodriguez et al, 2005; Toribio, 2004). Increased frequency of code-mixed responses produced by the at-risk group might be indicative of limited meta-linguistic awareness in terms of the preferred use of English as the majority language within a school setting.…”

Section: Discussionmentioning

confidence: 99%

Lexical choice and language selection in bilingual preschoolers

Greene

Peña

Bedore

2012

Child Language Teaching and Therapy

View full text Add to dashboard Cite

This study examined single-word code-mixing produced by bilingual preschoolers in order to better understand lexical choice patterns in each language. Analysis included item-level code-mixed responses of 606 five-year-old children. Per parent report, children were separated by language dominance based on language exposure and use. Children were assigned to a no-risk or at-risk for language impairment group based on individual performance from an English–Spanish screening battery. Data analysis compared the prevalence, frequency, and accuracy of code-mixed responses on expressive semantic items across participants’ language dominance and risk status. Language dominance and risk status impacted children’s code-mixing patterns. The correct number of code-mixed responses on the English screener was influenced by risk status, whereas language dominance determined the number of correct code-mixed answers on the Spanish screener. Lexical choice and language selection depend on linguistic knowledge and skill. During this emergent stage of bilingualism, preschoolers demonstrate the use of code-mixing as a compensatory strategy to fill lexical gaps. Consistent with previous studies, findings indicate that code-mixing necessitates linguistic competence in more than one language.

show abstract

Section: Discussionmentioning

confidence: 99%

Lexical choice and language selection in bilingual preschoolers

Greene

Peña

Bedore

2012

Child Language Teaching and Therapy

View full text Add to dashboard Cite

show abstract

“…The reason why bilingual students' L2 skills remain below those of monolingual peers requires further investigation. Toribio (2004) suggests the bilingual speaker uses a reduced lexicon and simplifies or restructures syntax in both languages as a result of language economy, reducing "processing costs while enjoying the richness of bilingualism" (p. 52). However, semantic and phonological error patterns in the current study suggest that the lexicon of the first language may influence second language lexical organization, and therefore the way students access word meanings and select vocabulary for expressing themselves.…”

Section: Discussionmentioning

confidence: 99%

Diverse but not different: The lexical skills of two primary age bilingual groups in comparison to monolingual peers

Hemsley

Holm

Dodd

2006

International Journal of Bilingualism

View full text Add to dashboard Cite

Most investigations of bilingual language development focus on children acquiring two European languages. Little research has investigated diverse language pairs or compared the influence of the first language on second language development. The study reported here compared the lexical skills of three groups of 11-year-old students from different language backgrounds. Two bilingual groups (first language Vietnamese or Samoan, second language English) and a monolingual control group matched for social class were compared on a series of tasks. The tasks examined English lexical comprehension and use, as well as single word processing on nonword tasks. The results showed that both bilingual groups performed significantly below their monolingual peers in all lexical tasks but not on nonword tasks. There were no differences between the two bilingual groups, despite the fact that the cultural and linguistic backgrounds of each were very different. The findings indicate that despite six years of formal schooling in English, including focused ESL support, bilingual students from both Vietnamese and Samoan cultural backgrounds perform less well than their peers in their understanding and use of the English lexicon. The implications of these findings for theory of bilingual language acquisition, assessment practice and educational policy are considered.

show abstract

“…Furthermore, the learner population includes both heritage and non-heritage learners in a 15-week course. Although many undergraduates in Texas have previously encountered Spanish through informal language contact (Toribio, 2004), Spanish instruction (Blake & Zyzik, 2003), or dual-language programs (Ray, 2009), the majority of students in this course are not likely to have experienced extended or consistent Spanish instruction or contact with Spanish speakers.…”

Section: Workhopmentioning

confidence: 99%

Supporting more successful language learning: Approaches for helping post-secondary learners in three contexts

Horwitz¹,

Nassif²,

Uslu-Ok³

et al. 2017

Eurasian Journal of Applied Linguistics

View full text Add to dashboard Cite

This paper offers a number of suggestions for foreign and second language teachers who want to help their students develop more positive learning characteristics. In response to a graduate-level methods class designed to help participants develop student-centered instruction, this paper presents three approaches for helping post-secondary language learners in three contexts: Syria, Turkey, and the U.S. The approaches involve learner training projects aimed at influencing learner beliefs and expectations (Project 1), reducing learner anxiety (Project 2), and encouraging motivation and learner autonomy (Project 3). The projects target beginning and intermediate-level English as a foreign language (EFL) and Spanish-language learners. They involve hands-on teaching strategies, awareness-raising activities, and integration of instructional technology. The paper presents a rationale for each project and includes sample activities. It ends with reflections on the learner training projects and implications for the development of such projects in different language learning contexts.

show abstract

Spanish/English Speech Practices: Bringing Chaos to Order

Cited by 23 publications

References 36 publications

Lexical choice and language selection in bilingual preschoolers

Lexical choice and language selection in bilingual preschoolers

Diverse but not different: The lexical skills of two primary age bilingual groups in comparison to monolingual peers

Supporting more successful language learning: Approaches for helping post-secondary learners in three contexts

Contact Info

Product

Resources

About