Multilingual children are faced with the task of selectively using the linguistic systems of their languages. Previous research has shown that although bilinguals may make more errors in production and comprehension than their monolingual peers, less cognitively demanding processing experiments may reveal target-like performance. This has been attributed to several factors, among which language transfer and processing limitations. In this study we investigate the processing of additive connectives in both languages of German–Russian bilingual children using the Visual World Paradigm. Previous research has shown that bilingual children make many errors in the production of these connectives in Russian. The results show that the processing behaviour in both languages of the bilingual children does not differ from that of their monolingual peers. This finding is compatible with the view that errors in production and in more demanding comprehension tasks are due to processing limitations.

Bilingual and multilingual individuals exhibit variation in everyday language experience. Studies on bilingualism account for individual differences with measures such as L2 age of acquisition, exposure, or language proficiency, but recent theoretical perspectives posit that the relative balance between the two or more languages throughout daily life (i.e., interactional context) is a crucial determinant for language representation, access, and control. We propose an innovative measure to characterize this construct by using entropy to estimate the social diversity of language use. Language entropy is computed from commonly-collected language history data and generalizes to multilingual communicative contexts. We show how language entropy relates to other indices of bilingual experience and that it predicts self-report L2 outcome measures over and above classic measures of language experience. Thus, we proffer language entropy as a means to characterize individual differences in bilingual (and multilingual) language experience related to the social diversity of language use.

Bilingual infants vary in when, how, and how often they hear each of their languages. Variables such as the particular languages of exposure, the community context, the onset of exposure, the amount of exposure, and socioeconomic status are crucial for describing any bilingual infant sample. Parent report is an effective approach for gathering data about infants’ language experience. However, its quality is highly dependent on how information is elicited. This paper introduces a Multilingual Approach to Parent Language Estimates (MAPLE). MAPLE promotes best practices for using structured interviews to reliably elicit information from parents on bilingual infants’ language background, with an emphasis on the challenging task of quantifying infants’ relative exposure to each language. We discuss sensitive issues that must be navigated in this process, including diversity in family characteristics and cultural values. Finally, we identify six systematic effects that can impact parent report, and strategies for minimizing their influence.

Simultaneous interpreting is a complex cognitive task that requires the concurrent execution of multiple processes: listening, comprehension, conversion of a message from one language to another, speech production, and self-monitoring. This requires the deployment of an array of linguistic and cognitive control mechanisms that must coordinate the various brain systems implicated in handling these tasks. How the brain handles this challenge remains an open question, and recent brain imaging investigations have begun to complement the theories based on behavioural data. fMRI studies have shown that simultaneous interpreting engages a network of brain regions encompassing those implicated in speech perception and production, language switching, self-monitoring, and selection. Structural imaging studies have been carried out that also indicate modifications to a similar set of structures. In the present paper, we review the extant data and propose an integrative model of simultaneous interpreting that piggybacks on existing theories of multilingual language control.

Native speakers use suprasegmental information to predict words, but less is known about segmental information. Moreover, anticipatory studies with non-native speakers are scarce and mix proficiency with anticipatory experience. To address these limitations, we investigated whether Spanish monolinguals and advanced English learners of Spanish use suprasegmentals (stress: oxytone, paroxytone) and segmentals (syllabic structure: CVC, CV) to predict word suffixes, and whether increased anticipatory experience acquired via interpreting will facilitate anticipation in non-interpreting L2 situations. Eye-tracking data revealed that: (1) the three groups made use of the linguistic variables, and L2 groups did not anticipate in CV paroxytones; (2) everybody anticipated better with the less frequent conditions (oxytones, CVC) having fewer lexical competitors; (3) monolinguals anticipated earlier than L2 learners; and (4) interpreters anticipated at a faster rate in some conditions. These findings indicate that less frequent suprasegmental and segmental information and anticipatory experience facilitate native and non-native spoken word prediction.

This study investigates the psycholinguistic process underlying triggered codeswitching – codeswitching facilitated by the occurrence of cognates – within the context of conversational dynamics. It confirms that, in natural bilingual speech, lexical selection of cognates can facilitate codeswitching by enhancing the activation of the non-selected language. Analyses of a large-scale corpus of Welsh–English conversational speech showed that 1) producing cognates facilitated codeswitching, 2) speakers who generally produced more cognates generally codeswitched more, even in clauses that did not contain cognates, 3) larger numbers of cognates in a clause increased the likelihood of codeswitching, 4) codeswitching temporarily remained facilitated after the production of cognates, and 5) hearing rather than producing cognates did not facilitate codeswitching. The findings confirm the validity of the proposed cognitive account of triggered codeswitching, and clarify the relation between the lexical activation of cognates and consecutive language choice, in accord with current insights in lexical processing.

The diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educational research. A multi-site validity study using the CECER-DLL Questionnaires demonstrates how children's language skills are influenced by language exposure at home and at school, mothers’ and teachers’ skills in each language, mother's generational status, and languages used during language and literacy activities at home.

The current study explored bilingual parent and child code-switching patterns over time. Concurrent and predictive models of code-switching behaviour on executive function outcomes were also examined in a sample of 29 French–English bilinguals at 36 (Wave 1) and 61 (Wave 2) months of age. We investigated whether code-switching typology in a single-language context predicted executive function performance at each wave independently, and whether growth in code-switching frequency across waves predicted executive function performance at Wave 2. At both waves, parents and children participated in two free play sessions (in English and French), followed by a battery of executive function tasks administered in the dominant language. Results indicate more frequent code-switching from the non-dominant to the dominant language in children, and that children code-switch to fill lexical gaps. Results also suggest that less frequent code-switching in a single-language context is associated with better inhibitory control skills during the preschool period.

Adult foreign language acquisition is challenging, and the degree of success varies among individuals. Anatomical differences in brain structure prior to training can partly explain why some learn more than others. We followed a sample of conscript interpreters undergoing intense language training to study learning-related changes in white-matter microstructure (FA, MD, RD and AD) and associations between differences in brain structure prior to training with acquired language proficiency. No evidence for changes in white matter microstructure relative to a control group was found. Starting values of RD, AD and MD were positively related to final test scores of language proficiency, corroborating earlier findings in the field and highlighting the need for further study of how initial brain structure influences and interacts with learning outcomes.

The putative bilingual executive advantage has been argued to stem from lifelong experience with executively demanding language behaviors, such as switching between the two languages. However, studies testing for possible associations between language switching frequency and EF in bilinguals have yielded inconsistent results. One reason for this could lie in the methods used that have evaluated the frequency and type of language switches with retrospective self-reports, as well as in problems in reliability and convergent validity of the executive tasks. By using Ecological Momentary Assessment (EMA) as a reference point for self-reports of language switches, we examined the validity of general retrospective self-reports of language switching. Additionally, we examined associations between language switching and EF using multilevel models. Our results indicated that the commonly used retrospective self-reports of language switching may lack convergent validity. However, we found tentative evidence that contextual language switches, assessed with EMA, may be associated with better inhibitory control, set shifting, and working memory.

Typically concrete words are learned better than abstract words (Kaushanskaya & Rechtzigel, 2012), and nouns are learned better than verbs (Kauschke & Stenneken, 2008). However, most studies on concreteness have not manipulated grammatical class (and vice versa), leaving the relationship between the two unclear. Therefore, in two experiments we examined the effects of grammatical class and concreteness simultaneously in foreign language vocabulary learning. In Experiment 1, English speakers learned ‘foreign language’ words (English pseudowords) mapped to concrete and abstract nouns and verbs. In Experiment 2, English speakers learned German words with the same procedure. Overall, the typical advantages for concrete words and nouns were observed. Hierarchical regression analyses provided evidence that the grammatical class effect is separable from the concreteness effect. This result challenges a strict concreteness-based source of noun/verb differences. The results also suggest that the influences of concreteness and grammatical class may vary across language measures and tasks.

A longstanding question in the second language acquisition literature is whether late second language (L2) learners process grammatical structures in a native-like manner. Here, we use Time Frequency Representation (TFR) analysis to test morpho-syntactic processing of clitic pronouns in native and late L2 learners of Spanish. The TFR results show overall similar power decreases in theta, alpha, and beta frequencies in both groups. Critically, the observed oscillatory effects persisted in time for native Spanish speakers, but declined earlier for L2 learners. We discuss the results using cell-assembly theory models for language processing (e.g., Pulvermüller, 1999) that posit a biphasic time-course for neural assemblies consisting of an early ignition (recognition) and a later reverberation (re-processing) phase. We propose a working hypothesis for L2 processing in tune with a cell-assembly theory suggesting that the length of the reverberation phase could be a distinguishing feature between native and L2 processing.

This study investigates the relationship between mechanisms involved in language control within dual- and single-language contexts by examining whether they are similarly impaired in bilingual PD patients. To do so, we explored the performance of bilingual individuals affected by PD and healthy controls on two linguistic tasks: between-language and within-language switching tasks. We focused on switch and mixing costs as measures of linguistic control.

The results indicate that, whereas larger switch costs were observed in PD patients, compared to controls, solely during the between-language task, larger mixing costs appeared during both the between-language task and the within-language task. These results are discussed within the framework of the dual mechanism hypothesis, which suggests that switch and mixing costs are measures of two types of control: specifically reactive and proactive control. Therefore, we conclude that reactive control for switching between languages is domain-specific while proactive control mechanisms are more domain-general.

We investigated how individual differences in language proficiency and executive control impact cross-language meaning activation through phonology. Ninety-six university students read English sentences that contained French target words. Target words were high- and low-frequency French interlingual homophones (i.e., words that share pronunciation, but not meaning across langauges; mot means ‘word’ in French and sounds like ‘mow’ in English) and matched French control words (e.g., mois – ‘month’ in French). Readers could use the homophones’ shared phonology to activate their English meanings and, ultimately, make sense of the sentence (e.g., Tony was too lazy to mot/mois the grass on Sunday). Shorter reading times were observed on interlingual homophones than control words, suggesting that phonological representations in one language activate cross-language semantic representations. Importantly, the magnitude of the effect was modulated by word frequency, and several participant-level characteristics, including French proficiency, English word knowledge, and executive control ability.

The adaptive control hypothesis predicts adaptation of control mechanisms as a response to intensive language use in bilinguals. The present study aims to investigate this hypothesis in two memory experiments with professional and student interpreters. In experiment 1, we compared a group of interpreting students to translation students using a reading span task to test working memory (WM) and a digit span task to test short-term memory (STM). In experiment 2, we added a group of professional interpreters and compared them with the participants in experiment 1. Training-related improvement was found for WM but not for STM, with no differences between both student groups. Professional interpreters with over 20 years of interpreting experience showed better performance than translation students but not than interpreting students both on WM and STM. The results are discussed in light of the framework of interpreting as a type of extreme bilingualism.

We evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.