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3.7 Isolating AoA

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Le cerveau bilingue

University of Houston System

4.5 (183 notes) | 11K étudiants inscrits

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This course explores the brain bases of bilingualism by discussing literature relevant to differences in age of initial learning, proficiency, and control in the nonverbal, single language and dual-language literature. Participants will learn about the latest research related to how humans learn one or two languages and other cognitive skills.

Avis

4.5 (183 notes)

5 stars
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CS

Jan 29, 2019

This class covered many different aspects of bilingualism (and multiligualism) and included evidence from research.

GS

Nov 20, 2017

Please, if there is another course with Dr. Hernandez! I am very fascinated in that topic!

À partir de la leçon

Week 3

Office Hours 319:22

3 Laying Down Two Languages Across Time2:00

3.1 Let There Be Sound16:45

3.2 Phonology in a Second Language16:07

3.3 Grammar1:34

3.4 Critical Periods in a Second Language3:30

3.5 AoA and Orphaned Language10:54

3.6 Grammatical Proccessing and AoA11:50

3.7 Isolating AoA2:07

3.8 Grammatical Gender3:04

3.9 Camparing First and Second Language7:52

Enseigné par

Arturo E. Hernandez
Professor

[SOUND] Some of

the work that we've done in our laboratory has also addressed this question.

And what we wanted to do is to look at

what happens when we compare a first and a second language.

Now obviously that can be quite complicated.

Right?

Because how do we compare a first and a second language,

and still keep language proficiency controlled?

So if we take the first language of someone,

how do we make sure that their ability in that first

language approximates the ability in the second language of another person?

If someone has a first language and they speak it continuously and

they're educated in that language, their proficiency in general will be higher.

Their ability will be higher than someone who learned it later in life.

But, we did have the opportunity to do this because there are a group

of Spanish speakers in the US who actually become better in English, and

they acquire more proficiency in English across a number of measures.

If we asked them to name pictures, if we asked them to say words into a microphone,

they're faster in English than Spanish.

There're many other aspects of processing,

where they show increased speed or accuracy for English, the second language.

And this finding has been

replicated in other laboratories across the United States.

So they're a group of second language learners that are better

in their second language.

And we compared them to people who had learned Spanish,

who are English native speakers, who had learned Spanish sometime in middle school,

like 11 to 16 or junior high, right?

Right before high school.

And were actually better of course in English than Spanish, but

Spanish was their second language.

So we could actually take two groups who had Spanish, one as a first language, and

the other as a second language, and compare them directly, right?

While still matching them on how well they spoke Spanish.

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