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Evolutionary Syntax

By Ljiljana Progovac

This book "outlines novel and testable hypotheses, contains extensive examples from many different languages" and is "presented in accessible language, with more technical discussion in footnotes."

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The Making of Vernacular Singapore English

By Zhiming Bao

This book "proposes a new theory of contact-induced grammatical restructuring" and "offers a new analytical approach to New English from a formal or structural perspective."

Academic Paper

Title: Self-ratings of spoken language dominance: A Multilingual Naming Test (MINT) and preliminary norms for young and aging Spanish–English bilinguals
Author: Tamar H. Gollan
Institution: University of California, San Diego
Author: Gal H. Weissberger
Institution: University of California, San Diego
Author: Elin Runnqvist
Institution: Universitat de Barcelona
Author: Rora I. Montoya
Institution: University of California, San Diego
Author: Cynthia M. Cera
Institution: University of California, San Diego
Linguistic Field: Applied Linguistics
Subject Language: English
Abstract: This study investigated correspondence between different measures of bilingual language proficiency contrasting self-report, proficiency interview, and picture naming skills. Fifty-two young (Experiment 1) and 20 aging (Experiment 2) Spanish–English bilinguals provided self-ratings of proficiency level, were interviewed for spoken proficiency, and named pictures in a Multilingual Naming Test (MINT); in Experiment 1, the Boston Naming Test (BNT) was also used. Self-ratings, proficiency interview, and the MINT did not differ significantly in classifying bilinguals into language-dominance groups, but naming tests (especially the BNT) classified bilinguals as more English-dominant than other measures. Strong correlations were observed between measures of proficiency in each language and language-dominance, but not degree of balanced bilingualism (index scores). Depending on the measure, up to 60% of bilinguals scored best in their self-reported non-dominant language. The BNT distorted bilingual assessment by underestimating ability in Spanish. These results illustrate what self-ratings can and cannot provide, illustrate the pitfalls of testing bilinguals with measures designed for monolinguals, and invite a multi-measure goal-driven approach to classifying bilinguals into dominance groups.


This article appears IN Bilingualism: Language and Cognition Vol. 15, Issue 3, which you can READ on Cambridge's site or on LINGUIST .

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