Introduction

2000 ◽  
Vol 3 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Fred Genesee
Keyword(s):  
Language Development ◽  
Primary Language ◽  
Special Issue ◽  
Simultaneous Acquisition ◽  
Signed Language ◽  
Language Exposure ◽  
Language And Cognition ◽  
Definition Of ◽  
Bilingual Proficiency

This special issue of Bilingualism: Language and Cognition is devoted to syntactic aspects of bilingual acquisition. For the purposes of this issue, bilingual acquisition is defined as the acquisition of two languages during the period of primary language development, extending from birth onward. Bilingual acquisition can entail the acquisition of more than two languages (see Cenoz and Jessner, 2000) as well as the acquisition of a spoken and signed language (e.g., Richmond-Welty and Siple, 1999) or of two spoken languages; only studies of the simultaneous acquisition of two spoken languages are reported in this volume. An ideal definition of bilingual acquisition would include not only reference to the age of first exposure to two languages, but also reference to the regularity and extent of exposure to each language. While such stipulations are not necessary in defining the context for monolingual acquisition since virtually all children receive sufficient language exposure to fully acquire one language, they are important considerations in cases of bilingual acquisition since some children have insufficient exposure to two languages, either in terms of amount or continuity, to attain full bilingual proficiency.

Introduction: Convergence as an emergent property in bilingual speech

2004 ◽  
Vol 7 (2) ◽  
pp. 91-93 ◽  
Author(s):  
BARBARA E. BULLOCK ◽  
ALMEIDA JACQUELINE TORIBIO
Keyword(s):  
Language Contact ◽  
Emergent Property ◽  
Special Issue ◽  
Technical Term ◽  
Linguistic Feature ◽  
Language And Cognition ◽  
Contact Situation ◽  
Definition Of

In introducing this special issue of Bilingualism: Language and Cognition, we feel it is critical to clarify what we understand ‘linguistic convergence’ to mean in the context of bilingualism, since ‘convergence’ is a technical term more readily associated with the field of language contact than with the field of bilingualism (for recent discussions of the role of convergence in contact see Thomason and Kaufman, 1988; Thomason, 2001; Myers-Scotton, 2002; Clyne, 2003; Winford, 2003). Within the language contact literature, the term invites a variety of uses. Some researchers adopt a definition of convergence that requires that all languages in a contact situation change, sometimes to the extent that the source of a given linguistic feature cannot be determined (see April McMahon's commentary in this issue). For others, convergence may be more broadly defined to also apply to situations in which one language has undergone structural incursions of various sorts from contact with another.

scholarly journals Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs

2019 ◽  
Vol 24 (4) ◽  
pp. 435-447
Author(s):  
Corina Goodwin ◽  
Diane Lillo-Martin
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Cochlear Implants ◽  
Language Use ◽  
Spoken Language ◽  
Group Differences ◽  
Perceptual Salience ◽  
Signed Language ◽  
Language Exposure

AbstractSign language use in the (re)habilitation of children with cochlear implants (CIs) remains a controversial issue. Concerns that signing impedes spoken language development are based on research comparing children exposed to spoken and signed language (bilinguals) to children exposed only to speech (monolinguals), although abundant research demonstrates that bilinguals and monolinguals differ in language development. We control for bilingualism effects by comparing bimodal bilingual (signing-speaking) children with CIs (BB-CI) to those with typical hearing (BB-TH). Each child had at least one Deaf parent and was exposed to ASL from birth. The BB-THs were exposed to English from birth by hearing family members, while the BB-CIs began English exposure after cochlear implantation around 22-months-of-age. Elicited speech samples were analyzed for accuracy of English grammatical morpheme production. Although there was a trend toward lower overall accuracy in the BB-CIs, this seemed driven by increased omission of the plural -s, suggesting an exaggerated role of perceptual salience in this group. Errors of commission were rare in both groups. Because both groups were bimodal bilinguals, trends toward group differences were likely caused by delayed exposure to spoken language or hearing through a CI, rather than sign language exposure.

Religious Narrative

2013 ◽  
Vol 42 (4) ◽  
pp. 3-9
Author(s):  
Armin Geertz
Keyword(s):  
Special Issue ◽  
Human Communication ◽  
Religious Narrative ◽  
The Many ◽  
Definition Of

This introduction to the special issue on narrative discusses various ways of approaching religious narrative. It looks at various evolutionary hypotheses and distinguishes between three fundamental aspects of narrative: 1. the neurobiological, psychological, social and cultural mechanisms and processes, 2. the many media and methods used in human communication, and 3. the variety of expressive genres. The introduction ends with a definition of narrative.

20 years of ETHICOMP: time to celebrate?

2015 ◽  
Vol 13 (3/4) ◽  
pp. 166-175 ◽  
Author(s):  
Bernd Carsten Stahl ◽  
Charles M Ess
Keyword(s):  
Design Methodology ◽  
Ethical Issues ◽  
Special Issue ◽  
Content Type ◽  
Conference Series ◽  
Design Build ◽  
The World ◽  
Definition Of ◽  
Important Building Block ◽  
Academic Debate

Purpose – The purpose of this paper is to give an introduction to the special issue by providing background on the ETHICOMP conference series and a discussion of its role in the academic debate on ethics and computing. It provides the context that influenced the launch of the conference series and highlights its unique features. Finally, it provides an overview of the papers in the special issues. Design/methodology/approach – The paper combines an historical account of ETHICOMP and a review of the existing papers. Findings – ETHICOMP is one of the well-established conference series (alongside IACAP and CEPE) focused on ethical issues of information and computing. Its special features include: multidisciplinary and diversity of contributors and contributions; explicit outreach to professionals whose work is to design, build, deploy and maintain specific computing applications in the world at large; creation of knowledge that is accessible and relevant across fields and disciplines; intention of making a practical difference to development, use and policy of computing principles and artefacts; and creation of an inclusive, supportive and nurturing community across traditional knowledge silos. Originality/value – The paper is the first one to explicitly define the nature of ETHICOMP which is an important building block in the future development of the conference series and will contribute to the further self-definition of the ETHICOMP community.

scholarly journals Nonword Repetition and Sentence Imitation as Clinical Markers for Primary Language Impairment in bilingual French-English- and English-French-speaking children in Northern Ontario

2017 ◽  
Vol 1 ◽  
pp. 61-69
Author(s):  
Sara Dubreuil-Piché ◽  
Jenna Lachance ◽  
Chantal Mayer-Crittenden
Keyword(s):  
Language Impairment ◽  
Theoretical Background ◽  
Target Language ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Primary Language ◽  
Clinical Markers ◽  
Language Exposure ◽  
Sentence Imitation ◽  
Primary Language Impairment

Studies indicate that nonword repetition and sentence imitation are useful tools when assessing bilingual children. Bilingual children with primary language impairment (PLI) typically score lower on these two tasks than their typically developing counterparts. Studies show that bilingual children are not disadvantaged during nonword repetition if they have limited language exposure. However, since sentence imitation tasks are constructed with words from the target language, it is expected that it would be more influenced by previous language exposure. The goal of this article will be to review the influence of bilingual exposure on both tasks. This review provides the theoretical background for future studies that will compare the accuracy of both tasks when identifying PLI in bilingual children.

scholarly journals Editors’ Introduction to the Special Issue of the Journal of Transformative Education on Assessing Transformative Learning

2021 ◽  
Vol 19 (4) ◽  
pp. 295-305
Author(s):  
Kris Acheson ◽  
John M. Dirkx
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Postsecondary Education ◽  
Cultural Context ◽  
Transformative Education ◽  
Special Issue ◽  
Jack Mezirow ◽  
Education Community ◽  
Definition Of ◽  
Over 40 Years

Over 40 years ago, Jack Mezirow introduced the idea of transformative learning (TL) to the adult education community. Representing a profound shift in how one thinks and feels about one’s self and the socio-cultural context in which one is embedded, transformative learning has since evolved to reflect numerous theoretical lenses and its framework continues to be extended and elaborated. As TL theory expands within different contexts and across different disciplines, particularly within postsecondary education, the term transformative learning is often employed with scant connection to the theoretical framework in which it was initially grounded. Learners and educators alike frequently describe learning experiences as transformative, yet little consensus exists around a definition of transformative leaning However, if the field is to continue to evolve theoretically, we cannot accept these claims of transformation at face value. The phenomenon must be measured in some manner. The field continues to struggle with several perennial issues related to assessment. This special issue of the Journal of Transformative Education seeks to address the need to wrestle with these underlying theoretical and conceptual issues by critiquing the state of the field, introducing new approaches to operationalizing the phenomenon, and advancing new trajectories for research. We approach this charge through two major threads explored through eight papers that represent Methodological Innovations and Cases of Methodological Application. We close this introduction to the Special Issue with key themes represented in the eight papers and recommendations for addressing the challenges of assessing the processes and outcomes of transformative learning.

scholarly journals EU Law’s Half-Hearted Protection of Religious Minorities Minority Specific Rights and Freedom of Religion for All

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 830
Author(s):  
Kristin Henrard
Keyword(s):  
Case Law ◽  
Fundamental Rights ◽  
Freedom Of Religion ◽  
Human Beings ◽  
Special Issue ◽  
Religious Minorities ◽  
Definition Of ◽  
Special Rights ◽  
The Relationship ◽  
The Eu

This article begins with some reflections on the definition of religious minorities, their needs and rights and how this relates to the discussion about the need for minority specific rights in addition to general fundamental rights as rights for all human beings irrespective of particular identity features. Secondly, an overall account of the ambiguous relationship between religious minorities and fundamental rights is presented. The third and most extensive section zooms in on the EU and religious minorities, starting with an account of the EU’s general approach towards minorities and then turning to the protection of fundamental rights of religious minorities in/through the EU legal order. First, the EU’s engagement with minority specific rights and the extent to which these norms have been attentive to religious themes will be discussed. Second, the CJEU’s case law concerning freedom of religion and the prohibition of dis-crimination as general human rights is analysed. The conclusion then turns to the overall perspective and discusses whether the EU’s protection of religious minorities’ fundamental rights can be considered ‘half-hearted’ and, if so, to what extent. This in turn allows us to return to the overall focus of the Special Issue, namely the relationship between the freedom of religion for all and special rights for religious minorities.

Translanguaging and Digital Technologies in the Realm of Language Learning

2021 ◽  
pp. 137-148
Author(s):  
Anastasia Olga Tzirides
Keyword(s):  
Language Learning ◽  
Digital Technologies ◽  
Educational Practice ◽  
Digital Tools ◽  
Primary Language ◽  
Pedagogical Approach ◽  
Definition Of ◽  
Globalized World ◽  
The Way

In the globalized world that we live in, people communicate by using not only their primary language, but all the languages they know complemented by the use of multimodal elements, like images, videos, emoticons, memes, and more. This idea of using the whole linguistic and semiotic repertoire for communication is called translanguaging. This chapter focuses on the notion of translanguaging and explores its implementation in relation to digital tools. It offers an evolution of the definition of translanguaging, and it continues by analyzing it as a theoretical and pedagogical approach. It also explores, based on the literature, the way that translanguaging can be practically implemented in educational practice and in combination with digital technologies. This chapter provides cases and examples of digital translanguaging, and it concludes by determining the gaps in the literature and the potential future steps in this area.

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