Hostname: page-component-f554764f5-nwwvg Total loading time: 0 Render date: 2025-04-16T02:36:53.676Z Has data issue: false hasContentIssue false
  • English
  • Français

Language History Questionnaire (LHQ3): An enhanced tool for assessing multilingual experience

Published online by Cambridge University Press:  22 April 2019

Ping Li ,
Fan Zhang ,
Anya Yu  and
Xiaowei Zhao
Ping Li*
Affiliation:
Pennsylvania State University and Emmanuel College
Fan Zhang
Affiliation:
Pennsylvania State University and Emmanuel College
Anya Yu
Affiliation:
Pennsylvania State University and Emmanuel College
Xiaowei Zhao
Affiliation:
Pennsylvania State University and Emmanuel College
*
Address for correspondence: Ping Li, E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The language history questionnaire (LHQ) is an important tool for assessing the linguistic background and language proficiency of multilinguals or second language learners. Previously we developed a generic LHQ based on the most commonly asked questions in published studies (Li, Sepanski & Zhao, 2006) and provided a web-based interface (LHQ 2.0) that has flexibility in functionality, accuracy in data recording, and privacy for users and data (Li, Zhang, Tsai & Puls, 2014). LHQ3 (version 3) introduces new functions, developed in response to many comments/requests from users. One important improvement is the addition of an automatic scoring system, in that the new interface automatically calculates aggregated scores for language proficiency, language dominance, and language immersion levels. Finally, LHQ3 allows researchers to assign different weights to the modules when calculating the aggregated scores, addressing the issue of different focuses that different researchers put on multilingual speakers’ language usage and background.

Keywords

language history questionnairebilingualismmultilingualismdominance
Type
Review Article
Information
Bilingualism: Language and Cognition , Volume 23 , Issue 5 , November 2020 , pp. 938 - 944
Check for updates
Copyright
Copyright © Cambridge University Press 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Anderson, JA, Mak, L, Chahi, AK and Bialystok, E (2018) The language and social background questionnaire: Assessing degree of bilingualism in a diverse population. Behavior Research Methods 50, 250–263.CrossRefGoogle Scholar
Bialystok, E, McBride-Chang, C and Luk, G (2005) Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology 97, 580–590.CrossRefGoogle Scholar
Bidelman, GM, Gandour, JT and Krishnan, A (2011) Cross-domain effects of music and language experience on the representation of pitch in the human auditory brainstem. Journal of Cognitive Neuroscience 23(2), 425–434.CrossRefGoogle ScholarPubMed
Bidelman, GM, Hutka, S and Moreno, S (2013) Tone language speakers and musicians share enhanced perceptual and cognitive abilities for musical pitch: evidence for bidirectionality between the domains of language and music. PloS One 8(4), e60676.CrossRefGoogle ScholarPubMed
Calvo, N, García, AM, Manoiloff, L and Ibáñez, A (2016) Bilingualism and cognitive reserve: a critical overview and a plea for methodological innovations. Frontiers in Aging Neuroscience 7, 249.CrossRefGoogle Scholar
Carlson, MT, Goldrick, M, Blasingame, M and Fink, A (2016) Navigating conflicting phonotactic constraints in bilingual speech perception. Bilingualism: Language and Cognition 19(5), 939–954.CrossRefGoogle Scholar
Chandrasekaran, B, Krishnan, A and Gandour, JT (2009) Relative influence of musical and linguistic experience on early cortical processing of pitch contours. Brain and Language 108(1), 1–9.CrossRefGoogle ScholarPubMed
Chen, SH, Zhou, Q, Uchikoshi, Y and Bunge, SA (2014) Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation. Frontiers in Psychology 5, 1069CrossRefGoogle ScholarPubMed
Dong, Y and Zhong, F (2017) Interpreting experience enhances early attentional processing, conflict monitoring and interference suppression along the time course of processing. Neuropsychologia 95, 193–203.CrossRefGoogle Scholar
Dunn, DM and Dunn, LM (2007) Peabody Picture Vocabulary Test (PPVT), 4th Edition, Manual. Minneapolis: NCS Pearson, Inc.CrossRefGoogle Scholar
Grant, A and Li, P (2019) Proficiency affects intra- and inter-regional BOLD variability in second language processing. (in press, Language, Cognition, and Neuroscience)CrossRefGoogle Scholar
Hartanto, A and Yang, H (2016) Disparate bilingual experiences modulate task-switching advantages: A diffusion-model analysis of the effects of interactional context on switch costs. Cognition 150, 10–19.CrossRefGoogle ScholarPubMed
Jończyk, R, Boutonnet, B, Musiał, K, Hoemann, K and Thierry, G (2016) The bilingual brain turns a blind eye to negative statements in the second language. Cognitive, Affective, & Behavioral Neuroscience 16(3), 527–540.CrossRefGoogle Scholar
Kambanaros, M and Grohmann, KK (2013) Profiling (specific) language impairment in bilingual children: Preliminary evidence from Cyprus. Solutions in the Assessment of Bilinguals 146–174.CrossRefGoogle Scholar
Karpava, S and Grohmann, K (2012) Aspectual distinctions in bilingual Russian-Cypriot Greek children. Modern Greek Dialects and Linguistics Theory 5(1), 124–140.Google Scholar
Kuhl, PK, Stevenson, J, Corrigan, NM, van den Bosch, JJF, Can, DD and Richards, T (2016) Neuroimaging of the bilingual brain: Structural brain correlates of listening and speaking in a second language. Brain and Language 162, 1–9. http://doi.org/10.1016/j.bandl.2016. 07.004CrossRefGoogle Scholar
Li, P, Hsu, C, Schloss, B and Clariana, R (2018) Acquisition of STEM concepts through expository text comprehension: An fMRI study. Poster presented at the 24th Annual Meeting of the Organization for Human Brain Mapping, Singapore, June, 2018.Google Scholar
Li, P, Sepanski, S and Zhao, X (2006) Language history questionnaires: A web-based interface for bilingual research. Behavior Research Methods 38(2), 202–210.CrossRefGoogle ScholarPubMed
Li, P, Zhang, F, Tsai, E and Puls, B (2014) Language History Questionnaire (LHQ 2.0): A new dynamic web-based research tool. Bilingualism: Language and Cognition 17(3), 673–680. doi:10.1017/S1366728913000606CrossRefGoogle Scholar
Linck, JA, Kroll, JF and Sunderman, G (2009) Losing access to the native language while immersed in a second language: Evidence for the role of inhibition in second-language learning. Psychological Science 20(12), 1507–1515.CrossRefGoogle Scholar
Luk, G and Bialystok, E (2013) Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology 25, 605–621.CrossRefGoogle Scholar
Marian, V, Blumenfeld, HK and Kaushanskaya, M (2007) The Language Experience and Proficiency Questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals. Journal of Speech, Language, and Hearing Research 50(4), 940–967.CrossRefGoogle ScholarPubMed
Malt, B, Li, P, Pavlenko, A, Zhu, H and Ameel, E (2015) Bidirectional lexical interaction in late immersed Mandarin-English bilinguals. Journal of Memory and Language 82, 86–104.CrossRefGoogle Scholar
McLeod, S and Verdon, S (2017) Tutorial: Speech assessment for multilingual children who do not speak the same language (s) as the speech-language pathologist. American journal of Speech-Language-Pathology 26(3), 691–708.CrossRefGoogle Scholar
Nikolov, M and Djigunović, JM (2006) Recent research on age, second language acquisition, and early foreign language learning. Annual Review of Applied Linguistics 26, 234–260.CrossRefGoogle Scholar
Pliatsikas, C, DeLuca, V, Moschopoulou, E and Saddy, J (2017) Immersive bilingualism reshapes the core of the brain. Brain Structure & Function 222, 1785–1795.CrossRefGoogle ScholarPubMed
Treffers-Daller, J and Silva-Corvalán, C (eds.) (2015) Language dominance in bilinguals: Issues of measurement and operationalization. Cambridge: Cambridge University Press.Google Scholar
Yang, J, Gates, KM, Molenaar, P and Li, P (2015) Neural changes underlying successful second language word learning: An fMRI study. Journal of Neurolinguistics 33, 29–49.CrossRefGoogle Scholar
Yeong, SH and Liow, SJR (2012) Development of phonological awareness in English–Mandarin bilinguals: A comparison of English–L1 and Mandarin–L1 kindergarten children. Journal of Experimental Child Psychology 112(2), 111–126.CrossRefGoogle ScholarPubMed