Volledige samenvatting Bilingualism 3e fase Logopedie
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Course
Bilingualism
Institution
Thomas More Hogeschool (tmhs)
Volledige Samenvatting Bilingualism Fase 3 gegeven door Kirsten Schraeyen. Met deze samenvatting behaalde ik een 17/20. Bevat zowel eigen nota's als informatie van de slides van de hoorcolleges.
Bilingualism
Introduction on Bilingualism
Our target group and definition
Defenition: Speaking or using or understanding or fluency in.. more than one language (effectively)
Reasons for being bilingual
Multicultural and multilingual societies
Migration
(International choice)
They don’t have to educate their children in 2 languages but they do
Types of Bilingualism
Two main types
Simultaneous bilingual individuals
Child that is being raised in 2 languages until the age of 3.
Sequential or successive bilingual individuals
These children are raised monolingual and after the age of 3 or 5 they will learn a second
language.
Of course, combination also possible
Difference in language use ànd proficiency profiles
Throughout development
In adulthood
Bilingualism and the brain
Does bilingualism lead to structural brain changes?
Grey matter:
- Cortical thickness
- Cortical volume and surface area
- Subcortical structures
White matter
Monolinguals
Structural brain changes
From birth throughout the lifespan
Bilinguals?
Cortical Thickness (grey matter)
BI/MO: Decrease over time (childhood adolescence)
Bi: Lower thickness (age of 3) convergate (late
childhood) larger thickness (after late adolescence)
! Some regions again convergence
1
, Linear trajectory
Cortical volume (grey matter)
BI/MO: early increase/ stability decrease
BI: lower volume (age 3) convergence (late childhood)
larger volume (after adolescence)
Non linear trajectory
White matter
BI/MO: increase over time (childhood adulthood)
BI: overall higher white matter integrity
(greater developmental increase)
They have a greater development of
increase of white matter. The overall pattern
is the same.
Conclusion
Over time = structural brain changes in MO and BI
At certain points in time: different brain structures in BI as compared to MO
Behavioral level? To less of research that combines this type of research.
Which language(s) is/are active in the bilingual brain?
When a Russian- English bilingual individual is asked to precess the word ‘Busi’ by looking at that
object, what will happen?
Influence of phonetically overlapping them
He will not only process this word but also the connection elements.
The native language is active when using the non-native.
The non-native language is active when the native one is used.
Slip of the tongues are mostly when languages are used next to eachother.
Language Co-activation
Interaction observed at all representational levels of language … even in monolingual language
context: word reading/ listening speech/ speech production
The native language and non- native language can change. Native is the most mastered language,
the one you were in raised or teached first. But with simultaneous they can have 2 native languages.
How does the bilingual brain distinguish and control which language is in use?
Language control Inhibitory control mechanisms
Domain-general inhibitory mechanism( linguistic and non-linguistic) or domain-specific inhibitory
mechanism or series of independent linguistic inhibitory mechanisms?
Three group of researchers. Most important to know that we are able to control our language and
that we can inhibit the other one but that it is not clear how and when and what. We need more
research to understand the mechanisms behind it.
Conclusion:
2
, BI are able to control their languages More research is needed to understand all
mechanisms behind it
Same/ different active brain regions?
Highly proficient bilinguals activation same brain regions
Second language later in life activation broader (partially overlapping) brain regions
Does bilingualism lead to cognitive (dis)advantages?
In communication aspect it is an advantage, without doubt and discussion. However when you focus
on the cognitive part, the results are not that clear anymore.
Burdensome (1923)
Bad thing
Causes inequalities in learning and resulting intelligence
Causes confusion
Like slip of the tongues.
Correletes with lower IQ, cognitive deficiencies and mental retardation
Bilingual advantage hypothesis (1962)
Change in RESEARCHERS point of vieuw Public at large
Consideration of influencing/ determing factors
SES/ proficiency level
BI> MO on metalinguistic tasks
?
No consensus
50% bilingual advantage
30% mixed results
< 20% no bilingual advantage
You don’t have to know all these different researches in the manual.
- What?
Through processes prefrontal cortex
Critical development period = child age
- Core components
Impulse control
To surpress irrelevant impulses
Cognitve flexibility
To be able to consider other options in case of unexpected circumstances
Working memory
Temporary storage of information (while performing other action)
Response time incongruent condition > Response time congruent condition = SIMON effect
Bilingual advantage
Mixed results
3
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