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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."

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Dissertation Information

Title: Two Languages, Two Input Modalities, One Brain: An fMRI study of Portuguese-English bilinguals and Portuguese listening and reading comprehension effects on brain activation Add Dissertation
Author: Augusto Buchweitz Update Dissertation
Email: click here to access email
Institution: Federal University of Santa Catarina, Pós-Graduação em Inglês (PPGI)
Completed in: 2006
Linguistic Subfield(s): Psycholinguistics;
Subject Language(s): Portuguese
Director(s): Lêda Tomitch
Just Marcel
Alves Fábio

Abstract: Highly proficient bilinguals skillfully process two languages with
comparable success. Languages have in speech and script two modalities of
input to convey information in linguistic form. In this dissertation, two
fMRI experiments were carried out with the aim to investigate (i)
Portuguese (L1) and English (L2) highly-proficient bilingual comprehension
and (ii) Portuguese input modality effects on brain activation.
Neuroimaging results for the first experiment showed that bilingual brain
activation was comparable in Portuguese and English comprehension; however,
additional activation of premotor and primary motor areas of the cortex was
identified in the comparison between second and first language activation.
Results for the second experiment showed differential activation in
bilateral temporal cortex for listening, and left-inferior occipital for
reading comprehension. Results indicate (1) that there is an additional
effort in articulating and rehearsing information in L2 comprehension; and
(2) that neuroanatomical differences in activation between Portuguese
reading and listening are associated with processing auditory and visual
information proper, but not with activation usually associated with the
triggering of higher-order cognition processes. These results contribute to
the understanding of bilingual comprehension effects, and of input modality
effects on brain activation and cognition.