This study investigates whether L2 learners develop and share an abstract syntactic representation between an L1 and L2 with different word orders and, if so, whether one language’s unique syntactic features affect the shared representation. Korean (SOV) and English (SVO) have equivalent dative alternations; however, because Korean allows word-order scrambling, several dative structures are available in Korean that do not have English counterparts. In this study’s cross-linguistic syntactic priming experiment, intermediate and advanced Korean learners of English described pictures in English after reading various types of Korean dative sentences. The study found evidence of cross-linguistic syntactic priming between Korean and English, regardless of L2 proficiency, but only when prime and target structures shared identical functional assignments, information structures, and order of thematic roles. These results suggest that, within limits created by language-specific features, L2 learners can develop and share abstract representations between two languages with different word orders.

The current study examines how monolingual children and bilingual children with languages that are orthotactically similar and dissimilar learn novel words depending on their characteristics. We contrasted word learning for words that violate or respect the orthotactic legality of bilinguals’ languages investigating the impact of the similarity between those two languages. In Experiment 1, three groups of children around the age of 12 were tested: monolinguals, Spanish–Basque bilinguals (orthotactically dissimilar languages), and Spanish–Catalan bilinguals (orthotactically similar languages). After an initial word-learning phase, they were tested in a recognition task. While Spanish monolinguals and Spanish–Catalan bilingual children recognized illegal words worse than legal words, Spanish–Basque bilingual children showed equal performance in learning illegal and legal patterns. In Experiment 2, a replication study was conducted with two new groups of Spanish–Basque children (one group with high Basque proficiency and one group with a lower proficiency) and results indicated that the effects were not driven by the proficiency in the second language, as a similar performance on legal and illegal patterns was observed in both groups. These findings suggest that word learning is not affected by bilingualism as such, but rather depends on the specific language combinations spoken by the bilinguals.

Housing that is affordable and appropriate is a necessity for successful integration for all newcomers. It is not uncommon for newcomers to Canada to report difficulties finding suitable, safe, and affordable housing for their families. For refugees, however, the challenges are sometimes greater. Settlement organizations and refugee sponsors experience various challenges in accommodating families with large numbers of children, but as our research shows, refugee groups have differing needs based on their culture, family composition, and experience of trauma. Using data collected from two recent studies, we identify and compare the housing needs of two newly arrived groups of refugees to Canada: Syrians and Yazidis from northern Iraq. All participants in our study have lived in Canada for 2 years or less and currently live in Alberta, Saskatchewan, Manitoba, or Ontario. Data was collected either by face-to-face surveys (with Syrian participants) or unstructured interviews (with Yazidi women) conducted in Arabic, Kurmanji, or English. We discuss their experiences of living in resettlement centers and their transition to independent housing. In addition, we discuss how family composition and previous trauma influence their housing experiences with special attention to how increasing agency increases satisfaction with housing.

Recently, scholars have begun to explore the hypothesis that individual differences in domain-general auditory perception, which has been identified as an anchor of L1 acquisition, could explain some variance in postpubertal L2 learners’ segmental and suprasegmental learning in immersive settings. The current study set out to examine the generalizability of the topic to the acquisition of higher-level linguistic production skills—that is the appropriate use of diverse, rich, and abstract vocabulary. The speech of 100 Polish-English bilinguals was elicited using an interview task, submitted to corpus-/rater-based linguistic analyses, and linked to their ability to discriminate sounds based on individual acoustic dimensions (pitch, duration, and amplitude). According to the results, those who attained more advanced L2 lexical proficiency demonstrated not only more relevant experience (extensive immersion and earlier age of arrival), but also more precise auditory perception ability.

The aim of the present study was to investigate changes in voicing identification, discrimination, and categorical perception induced by identification training centered on three different training values. One group of French-speaking adults was trained across a universal auditory boundary (−30 ms voice onset time), and two other groups were trained across arbitrary boundaries (−45 or −60 ms voice onset time). A control group did not receive any training. The results showed that both the −30 and the −45 training groups exhibited a 10 ms shift in the identification boundary. Moreover, for the −30 training group, discrimination and categorical perception changed around the French phonological boundary. These results illustrate the possibility of modifying the French phonological perception after short-time training, particularly when centered on a universal boundary. However, training only had limited effects and even strengthened the phonological boundary, congruent with the hypothesis that this boundary is acquired by a perceptual “coupling” between universal boundaries.

The ability to take contextual information into account is essential for successful speech processing. This study examines individuals with high-functioning autism and those without in terms of how they adjust their perceptual expectation while discriminating speech sounds in different phonological contexts. Listeners were asked to discriminate pairs of sibilant-vowel monosyllables. Typically, discriminability of sibilants increases when the sibilants are embedded in perceptually enhancing contexts (if the appropriate context-specific perceptual adjustment were performed) and decreases in perceptually diminishing contexts. This study found a reduction in the differences in perceptual response across enhancing and diminishing contexts among high-functioning autistic individuals relative to the neurotypical controls. The reduction in perceptual expectation adjustment is consistent with an increase in autonomy in low-level perceptual processing in autism and a reduction in the influence of top-down information from surrounding information.

This study investigated whether third person singular –s and past tense accuracy and error types can reveal distinct developmental patterns of agreement and tense acquisition in younger and older Welsh (L1) sequential bilingual (L2) English children with typical development (L2-TLD) and in younger children with language impairment (L2-SLI_Y). A group of older (L2-TLD_O; mean age = 93.72 months) and younger (L2-TLD_Y; mean age = 67 months) Welsh–English (TLD) bilingual children and a group of young (mean age = 63 months) children with SLI (L2-SLI_Y) age matched to the L2-TLD_Y group were administered the screening component of the Test of Early Grammatical Impairment. Results indicated that the three groups differed in their production of third person singular –s and regular past tense but not in accuracy on irregular past tense verbs, when vocabulary skills were considered. The L2-SLI_Y children produced similar error types to the L2-TLD_Y children, who differed from their L2-TLD_O peers in this respect. L2 children’s vocabulary size, nonverbal intelligence, and item-level factors, such as frequency and morphophonology, differentially contributed to their performance across the various morphemes. We discuss these results within current accounts of language development and impairment.

Pierce, Genesee, Delcenserie, and Morgan have provided an innovative and thought-provoking juxtaposition of the putative role played by phonological working memory (PWM) in explaining individual and group differences among early internationally adopted (IA) children, deaf children with cochlear implants, simultaneous and sequential bilinguals, children who are learning sign languages, and children with otitis media. This novel comparison suggests that adequate exposure to phonology before 12 months of age is key in the development of improved PWM. Consequently, long-term linguistic advantages in vocabulary and learning of morphosyntax arise, but not advantages in other areas of higher cognition. One significant implication of the review is that although many intriguing links exist between language development and PWM, irrefutable conclusions elude the field as to the directionality of a causal relationship between phonological development, other linguistic development, and PWM. In this commentary, I should like to make the somewhat controversial proposal (Gathercole, 2006, and commentaries) that the evidence presented points to PWM being an epiphenomenon arising out of individual differences in the robustness and richness of phonological representations themselves. The authors hinted several times at the tantalizing relationship between phonology and PWM, but they do not articulate explicitly that PWM could be a redundant construct. I also offer some proposals as to how one might test this suggestion experimentally or in a corpus of child language.

The purpose of this study was to examine the early growth of morphological awareness and its predictors. We followed 172 English-speaking Canadian children (82 girls, 90 boys, Mage = 75.56 months at the first assessment point) from Grade 1 to Grade 3 and assessed them on nonverbal IQ, phonological short-term memory, phonological awareness, letter knowledge, and vocabulary at the beginning of Grade 1 and on morphological awareness at the end of Grade 1, beginning and end of Grade 2, and beginning of Grade 3. Results of growth curve modeling showed different growth patterns for Word Analogy and Sentence Analogy. In addition, vocabulary and phonological awareness were associated with the initial status of morphological awareness, and phonological awareness and letter knowledge predicted the growth rate of morphological awareness. These findings suggest that code-related skills drive the development of morphological awareness during the early years of literacy instruction.

The cognate facilitation effect, a classic example of cross-language interaction in the bilingual lexicon, has mostly been studied in adults. We examined the extent to which such effects occurred in simultaneous bilingual children’s word processing, to what extent these were modulated by language dominance, and to what extent this differed between comprehension and production tasks. Simultaneous bilingual Dutch-Greek children, ranging from Dutch-dominant to Greek-dominant, performed auditory lexical decision and picture-naming tasks in an online experiment. Cognate facilitation effects emerged in both tasks but manifested themselves differently. In lexical decision, there was an interaction effect with language dominance in accuracy, while in picture naming there was a main effect in reaction times. These findings suggest that, similar to what has been found for adults, simultaneous bilingual children have an integrated lexicon, in which both languages are interactively connected. Effects may differ as a combined result of factors such as comprehension versus production and individual differences in language dominance. Importantly, despite such differences, our results show that cognate effects emerge across tasks and across a range of individual children’s language dominance, indicating that shared representations within the bilingual lexicon are accessed during both word comprehension and production.

This study examines how properties of path (the trajectory of motion) and manner (how an action is performed) components of motion events are reflected in linguistic and nonlinguistic motion event conceptualization in a path-focused language, Turkish. In two experiments, we investigated how path and manner differed in salience (i.e., prominence) and ease of expression (EoE, i.e., effort of describing), and how these factors were related to lexicalization and similarity judgments of motion events. In Experiment 1, participants rated motion events based on path and manner salience and EoE and expressed path and manner in a written format. Results indicated that manner was rated as more salient and path as easier to express. Path salience and EoE were related to both types (i.e., number of different expressions) and the total number of paths and manners used. However, manner EoE but not salience was associated with only types and the total number of manners used. In Experiment 2, participants rated the similarity of motion event pairs created using the ratings in Experiment 1. We found that higher manner salience and EoE difference were associated with lower similarity ratings. These findings suggest that salience and EoE of path and manner are related to both linguistic and nonlinguistic aspects of motion event conceptualization.

Judith Bowey's constructive comments on our article seem to us to be as good an example of the advantages of dialogue in research as one could hope to find. We agree with many of her comments, and we are pleased with her further analysis of some of our data. In fact, we have very little to add and would only like to clarify a few points.

This study investigates how the fine-grained phonetic realization of tonal cues impacts speech segmentation when the cues signal the same word boundary in the native and unfamiliar languages but do so differently. Korean listeners use the phrase-final high (H) tone and the phrase-initial low (L) tone to segment speech into words (Kim, Broersma, & Cho, 2012; Kim & Cho, 2009), but it is unclear how the alignment of the phrase-final H tone and the scaling of the phrase-initial L tone modulate their speech segmentation. Korean listeners completed three artificial-language (AL) tasks (within-subject): (a) one AL without tonal cues; (b) one AL with later-aligned phrase-final H cues (non-Korean-like); and (c) one AL with earlier-aligned phrase-final H cues (Korean-like). Three groups of Korean listeners heard (b) and (c) in three phrase-initial L scaling conditions (between-subject): high (non-Korean-like), mid (non-Korean-like), or low (Korean-like). Korean listeners’ segmentation improved as the L tone was lowered, and (b) enhanced segmentation more than (c) in the high- and mid-scaling conditions. We propose that Korean listeners tune in to low-level cues (the greater H-to-L slope in [b]) that conform to the Korean intonational grammar when the phrase-initial L tone is not canonical phonologically.

Parental level of education, instruction time, and amount of language practice that children receive have enhanced our understanding of how bilingual and multilingual children learn to comprehend text. Guided by the simple view of reading and the interdependence hypothesis, this longitudinal study conducted in Canadian French immersion programs examined the (a) within- and cross-language association between oral language skills and reading comprehension of bilingual English–French and multilingual children and (b) patterns of growth, while controlling for possible influences of parental level of education and methods of instruction on reading achievement. The sample included 150 children tested once at the beginning of Grade 4 (T1) and again at the end of Grade 4 (T2) and in Grade 6 (T3). Individual growth modeling revealed that bilingual and multilingual children showed similar development in oral language and reading skills across the timeframe. Moreover, growth in English and French reading comprehension was associated with within-language variables. English reading comprehension in Grade 4 was also associated with cross-language variables, including French listening comprehension and vocabulary knowledge. Reading development in the second and third language is enhanced in contexts where classroom instruction, as well as social, economic, and educational opportunities to learn, is equivalent for all students.

Previous studies have shown that visual information is a crucial input in early language learning. In the present study we examine what type of visual input helps preschoolers in acquiring nonnative phonological contrasts. Catalan/Spanish-speaking children (4–5 years, N = 47) participated in a task to assess their phonological discrimination abilities before and after a training. Three training conditions were presented: one with clear oral/visual speech information, one with an ostensive object-sound mapping, and one with a rich social interaction. Children’s looking patterns were tracked to examine their focus of interest while being trained. Results revealed that preschoolers’ discrimination abilities increase in all trained conditions, but the condition where the speaker created an ostensive object–sound mapping led to higher long-term gains (especially for younger children). Eye-tracking results further showed that children looked to the object of reference while being exposed to the novel phonological input, which may explain the higher learning gains in this condition. Our results indicate that preschoolers’ learning of nonnative phonological contrasts is particularly boosted when the speech input is accompanied by an object of reference that is signaled ostensively and contingently in the visual space, compared to when the visual space only contains clear oral/visual speech information or social interactivity cues.

Research on multilingual speakers is often compared to monolingual baselines which are commonly treated as if they were homogeneous across speakers. Despite recent research showing that this homogeneity does not hold, these practices reproduce native-speakerism and monolingualism. Heritage language research, which established itself in the past two decades, is no exemption. Focusing on three predefined linguistic groups, namely Turkish speakers which are framed as monolingual in Turkey as well as two heritage bilingually framed groups in Germany and the USA, we ask: (1) Do heritage speakers of Turkish produce more discourse and fluency markers (FMs) than monolingual speakers? (2) Are the groups homogeneous, or is there wide variation between speakers across groups? We focus on the variation between and within groups using Bayesian Linear Regression with a multilevel model for speakers and heritage groups. Our findings confirm that the use of discourse and FMs is largely defined through individual variation, and not through the belonging to a certain speaker group. By focusing on variation across groups rather than between groups, our study design supports the growing body of literature that questions common heritage language research practices of today and shows alternative paths to understanding heritage grammars.

Previous studies on the acquisition of semantics in the aspectual domain have suggested that a difficult case for achieving a targetlike representation in a second language arises when learners need to preempt a first language (L1) option (Gabriele, 2009). This study investigates this issue by focusing on a learning scenario where predicate-level variability exists in the L1 input. We investigate whether Japanese learners of English can learn to invalidate event cancellation readings (Tsujimura, 2003) in English and how such knowledge develops with increasing English proficiency. We address these questions by examining how Japanese learners of English interpret accomplishment predicates that allow an event cancellation reading in Japanese but not in English. A truth-value judgment task was administered to 60 beginner, 96 intermediate, and 40 advanced Japanese learners of English as well as 20 L1 English and 20 L1 Japanese speakers. Our results showed that Japanese learners of English progressed toward a targetlike representation of aspectual entailment. We argue that such progress follows two parallel routes: a grammatical route rooted in the learners’ growing awareness of the English determiner and number morphology combined with a statistical route rooted in the learners’ inferences based on missing data.

Text messages often contain abbreviations allowing for an efficient manner to quickly convey content. Although text abbreviations typically contain fewer letters than words, research has demonstrated that they are processed more slowly. Text abbreviations are lexically unique compared to their fully spelled counterparts. This study examined the nature of episodic memory representations for text abbreviations and how top-down contextual information influences the encoding of text abbreviations. In this experiment, participants studied sentences that contained different types of abbreviations: deletions (e.g., tmrw), substitutions (e.g., 2mrw) or “pseudo” abbreviations (e.g., toorow). The sentences were presented within a conversational context or without context. In a recognition memory test, participants saw sentences from the study task that contained either the same abbreviation or a different type of abbreviation. Results revealed that conversational context increased both hits and false recognition rates in the memory test. False recognition rates were generally higher for abbreviation types that shared more surface feature overlap and lower for those that shared less surface feature overlap. The findings suggest text abbreviations have distinct episodic memory representations that incorporate their unique surface feature information and are closely associated to fully spelled lexical memory representations.