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Lista de candidatos sometidos a examen:
1) bilingualism (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: bilingualism


Is in goldstandard

1
paper corpusSignosTxtLongLines429 - : lead to positive affect and maintaining motivational intensity. Given the findings regarding the effect of construal level on various cognitive and social phenomena, the results of this study suggest that learning a new language might play a role in these phenomena. For example, Freitas, Salovey and Liberman (2001) found that individuals who chronically used low-level construals had less interest in negative feedback and greater interest in downward social comparison (DSC). Assuming this, it might be the case that speakers of the languages with relatively lower action construal levels might show a greater interest in DSC and less interest in negative feedback. Considering the observed interaction between learning a second language, psychological distance, and construal level in the present study, perhaps that would be interesting to speculate about possible relations between bilingualism and such construal-mediated variables: Does bilingualism influence creative thinking, inasmuch as it is

Evaluando al candidato bilingualism:


2) construal: 3

bilingualism
Lengua: eng
Frec: 62
Docs: 23
Nombre propio: / 62 = 0%
Coocurrencias con glosario:
Puntaje: 0.430 = ( + (1+2) / (1+5.97727992349992)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
bilingualism
: “were reported to have increased their awareness of their own status as bilinguals and to have acquired a deeper appreciation and validation for their own bilingualism and gratitude for the opportunity to give back to their own community” (^[116]Tocaimaza-Hatch & Walls, 2017: 60).
: Appel, R. & Muysken, P. (1987-1989). Language contact and bilingualism. Londres: Edward Arnold.
: Athanasopoulos, P. (2006). Effects of the grammatical representation of number on cognition in bilinguals. Bilingualism, Language and Cognition, 9, 89-96.
: Athanasopoulos, P., Damjanovic, L., Krajciova, A. & Sasaki, M. (2011). Representation of colour concepts in bilingual cognition: The case of Japanese blues. Bilingualism: Language and Cognition, 14, 9-17.
: Athanasopoulos, P., Dering, B., Wiggett, A., Kuipers, J.-R. & Thierry, G. (2010). Perceptual shift in bilingualism: Brain potentials reveal plasticity in pre-attentive colour perception. Cognition, 116, 437-443.
: Bialystok, E. (2001). Bilingualism in development. Language, literacy & cognition. New York: Cambridge University Press.
: Brysbaert, M. & Dijkstra, T. (2006). Changing views on word recognition in bilinguals. En J. Morais & G. d'Ydewalle (Eds.), Bilingualism and second language acquisition (pp. 25-37). Bruselas: KVAB.
: Bylund, E. & Athanasopoulos, P. (2014). Language and thought in a multilingual context: The case of isiXhosa. Bilingualism: Language and Cognition, 17(2), 431-441. Doi: doi:10.1017/S1366728913000503.
: Bylund, E. & Jarvis, S. (2011). L2 effects on L1 event conceptualization. Bilingualism: Language and Cognition, 14, 47-59.
: Cenoz, J. & Genesee, F. (1998). Psycholinguistic perspectives on multilingualism and multilingual education. En J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingual and multilingual education (pp. 16-32). Clevedon: Multilingual Matters.
: Cook, V., Bassetti, B., Kasai, C., Sasaki, M. & Takahashi, J. (2006). Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English, International Journal of Bilingualism, 10(2), 137-52.
: De Mejía, A. M. (2002). Power, prestige and bilingualism: International perspectives on elite bilingualism. Clevedon: Multilingual Matters.
: Dijkstra, T. & van Heuven, W. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175-197.
: Fairclough, M. & Belpoliti, F. (2016). Emerging literacy in Spanish among Hispanic heritage language university students in the USA: A pilot study. International Journal of Bilingual Education and Bilingualism, 19(2), 185-201.
: Filipović, L. (2011). Speaking and remembering in one or two languages: Bilingual vs. monolingual lexicalization and memory for motion events. International Journal of Bilingualism, 15(4), 466-485.
: Flege, J. E. (2007). Language contact in bilingualism: Phonetic system interactions. In J. Cole & J. Hualde (Eds.), Laboratory Phonology 9 (pp. 353-380). Berlin: Mouton de Gruyter.
: Guijarro-Fuentes, P. & Geeslin, K. (2008). Language acquisition, language variation and copula choice in Spanish. Bilingualism: Language and Cognition, 11(3), 273-387.
: Guion, S. G., Harada, T. & Clark, J. J. (2004). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition, 7(3), 207-226.
: Gullberg, M. (2010). Methodological reflections on gesture analysis in Second Language acquisition and bilingualism research. Second Language Research, 26(1), 75-102.
: Hornberger, N. (2004). The Continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2), 155-171.
: Jarvis, S. (2011). Crosslinguistic influence in bilinguals’ concepts and conceptualizations. Bilingualism: Language and Cognition, 14, 1-8.
: Kurinski, E. & Sera, M. D. (2011). Does learning Spanish grammatical gender change English-speaking adults’ categorization of inanimate objects? Bilingualism: Language and Cognition, 14, 203-220.
: Lambert, W. (2003). A social psychology of bilingualism. En C. Bratt Paulston & G. R. Tucker (Eds.), Sociolinguistics: The essential readings (pp. 243-249). Londres: Blackwell.
: Lorenzo, F. (2013). Genre-based curricula: Multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 16(3), 375-388.
: MacWhinney, B. (2005). A unified model of language acquisition. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 49-67). New York: Oxford University Press.
: Montrul, S. & Foote, R. (2014). Age of acquisition interactions in bilingual lexical access: A study of the weaker language of L2 learners and heritage speakers. International Journal of Bilingualism, 18(3), 274-303.
: Montrul, S. (2002). Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism: Language and Cognition, 5(1), 39-68.
: Montrul, S. (2014). Bilingualism and the heritage language speaker. In T. K. Bhatia & W. C. Ritchie (Eds.), The Handbook of Bilingualism and Multilingualism (pp. 168-189). Malden, MA: Wiley Blackwell.
: Morgan, G., Restrepo, A. & Auza, A. (2013). Comparison of Spanish morphology in monolingual and Spanish-English bilingual children with and without language impairment. Bilingualism: Language and Cognition, 16(3), 578-596.
: Paribakht, T. (1984). The relationship between the use of communication strategies and aspects of target language. Québec: International Centre for Research on Bilingualism.
: Park, H. I. & Ziegler, N. (2014). Cognitive shift in the bilingual mind: Spatial concepts in Korean–English bilinguals. Bilingualism: Language and Cognition, 17(02), 410-430. Doi: doi:10.1017/S1366728913000400
: Salaberry, R. M. (2011). Assessing the effect of Lexical Aspect and Grounding on the Acquisition of L2 Spanish Paste Tense Morphology. Bilingualism: Language and Cognition, 4(2), 184-202.
: Silva-Corvalán, C. & Montanari, S. (2008). The acquisition of ser, estar (and be) by a Spanish- English bilingual child: The early stages. Bilingualism: Language and Cognition, 11(3), 341-360.
: Tremblay, A. (2009). Phonetic variability and the variable perception of L2 word stress by French Canadian listeners. International Journal of Bilingualism, 13(1), 35-62.
: Wolff, P. & Ventura, T. (2009). When Russians learn English: How the semantics of causation may change. Bilingualism: Language and Cognition, 12, 153-176.