Describes two grammaticality judgment tasks--one in French and one in English--developed based on differences between the two languages vis-a-vis middle constructions. The tasks were administered to Anglopone and Francophone advanced and very advanced learners of their second language, and to unilingual groups with the same first languages.…

A study investigated phonological patterns in 12 bilingual (Spanish-English) 4-year-old children. There were no significant differences between the two languages on percentage of occurrence for phonological processes, however, children exhibited different patterns of production across the two languages and showed different patterns compared to…

Comments on Lindstromberg's (2001) article that argues that prepositional representation in dictionaries is frequently inadequate. Suggests that Lindstromberg's arguments are not exhaustive, and that he fails to include crucial psycholinguistic studies and to relate his views to current linguistic theories. (Author/VWL)

Describes the phonological acquisition of 129 monolingual Putonghua-speaking children, aged 1.6 to 4.6 years. Children's errors suggested that Putonghua-speaking children master four elements of Putonghua syllables in this order: (1) tones; (2) syllable-initial consonants; (3) vowels; and (4) syllable-final consonants. Suggests that the saliency…

Presents evidence of language transfer from Cantonese to English in three areas where the two languages contrast typologically: wh-in-situ interrogatives, null objects, and prenominal relatives are observed at a period when Cantonese is dominant as measured by MLUw. Comparisons with monolingual development show both qualitative and quantitative…

The activation of arousal components for emotion-laden words in English (e.g. kiss, death) was examined in two groups of participants: English monolinguals and Spanish-English bilinguals. In Experiment 1, emotion-laden words were rated on valence and perceived arousal. These norms were used to construct prime-target word pairs that were used in…

The well-documented evidence that bilinguals demonstrate cognitive advantages over monolinguals is used as a foundation for the hypothesis that bilinguals will be better able to solve certain spatial tasks, and a theoretical framework for this hypothesis is constructed. The paper describes an experiment to explore this hypothesis. A series of…

A framework is presented for grammar instruction based on sociocultural theory and critical pedagogy. It is argued that restricting students' learning to the standard German of the monolingual, educated native speaker is both insufficient and inappropriate. It is proposed that grammar teaching and learning should support learners as developing…

The following article discusses cognitive and metacognitive reading strategies and the use of them particularly among bilingual students. It distinguishes between the two types of strategies. Strategy use among monolingual and bilingual students are described and compared. The article focuses on the need for strategy instruction, particularly…

The decline in enrollment in foreign language study in Australia is due partly to the belief in the universality of English. Learning difficulties may be overcome by beginning language instruction in primary school. Diplomatic and military personnel may require a foreign language, as may international businessmen. (CHK)

The paper proposes to clarify the role of the learner's native language in the acquisition of new words in foreign language learning for adults. Specifically, the relative effectiveness of monolingual and bilingual glossaries is explored by means of experimentation, showing that bilingual glossaries yield superior results. Related research is…

Surveys the linguistic situation as well as the organization of foreign language instruction in the countries of Western Europe. Although linguistic diversity would serve rather than hinder mutual comprehension and cooperation, monolingualism is the usual tendency in most of the countries with the exception of Holland and Luxemburg. (Text is in…

Three hypotheses were tested: (1) there is no significant difference between the proportions of higher level definitions given by the monolingual students and those of the bilingual students given in English; (2) there is no significant difference between the proportions of higher level definitions given by the monolingual students and those of…

This study investigated whether reading achievement differed between bilingual and monolingual students in the fifth, sixth, and seventh grades in several Texas schools where the Czech-American culture is significant. Selected bilinguals and monolinguals were compared in the factors of sex, age, grade level, reading vocabulary scores, reading…

The study sought to (1) furnish data to be used in further language-error analyses and studies of causes of errors in language acquisition, (2) provide specific data for a basis in constructing pedagogical materials and proficiency tests to be used in teaching English to Mexican American children, and (3) determine whether bilingual or monolingual…