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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article aims to contribute to the reflection on the processes of literacy development in children immersed in bilingual educational contexts, based on findings arising from studies on the Psycholinguistics of Bilingualism. To this end, we begin with a brief review of current conceptions of bilingualism, then presenting information related to what we know today about the bilingual brain and mind, more specifically, about linguistic coactivation, and the implications of the coactivation effects of languages in bilingual individuals. Next, we address how the Four Levels of Literacy Model (Alves; Finger; Brentano, 2021; Alves, Finger, 2023), explains the development of reading and writing skills in monolingual and bilingual children. Finally, we approach how findings on linguistic coactivation can inform the processes of shared knowledge, skills and biliteracy and literacy strategies in bilingual children. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Hispanic & Lusophone Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilha do Desterro: A Journal of English Language, Literatures in English & Cultural Studies is the property of Universidade Federal de Santa Catarina, CCE Departamento de Pos-Graduacao em Lingua Englesa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated if bilingual language coactivation would be observed in the context of the Deese-Roediger-McDermott paradigm. Portuguese-English bilinguals listened to 12 lists of semantically associated words that related to either a cognate or a noncognate critical lure. Participants were instructed to recall as many words as they could and to type them on the computer keyboard. Then, they performed a recognition test with words from the study phase of the recall test, as well as critical lures and unstudied words. Statistical analyses showed a small but statistically significant difference in the recall of studied words between conditions. No differences were observed in the recognition. We suggest that participants relied more on verbatim than gist trace, which may have reduced language coactivation effects.

In two experiments, a language decision task, and a multiple-choice English-Portuguese translation task, we examined the effect of interlingual homographs and word frequency on lexical access of Brazilian-Portuguese - English bilinguals. Language choice, accuracy, and response times were registered by the PsyToolkit software, and linear mixed-effects models were used in the analysis of the data. The results of this study align with the non-selective lexical access hypothesis. Bilinguals had facilitated access, particularly for words in the L2. There was also an interference effect of word frequency observed in both the L1 and L2 for interlingual homographs.

The objective of the present study was to investigate reading performance and brain activation associated with reading for bilingual and monolingual dyslexics (DDB-DDM), and typical bilinguals as Controls (C). The behavioral results showed that DDB outperformed DDM in all reading components in Portuguese. In the tasks applied in English, there was no significant difference in the performance of DDB compared to C. The results of the brain imaging for the task in Portuguese showed C presented significant activation of the left occipitotemporal and left inferior frontal gyrus while reading words. DDB and DDM, in turn, showed deactivation of left temporoparietal region and no significant activation in the left occipitotemporal region or left inferior frontal gyrus. For the FAST LOC task, DDB showed hypoactivity in the Visual Word Form Area (VWFA) during word reading, both in English and Portuguese. The findings provide evidence for a possible positive impact of bilingualism on the reading performance of dyslexics.

The Aymara language (AL) is one of the most important languages in the central Andean region. However, there are few studies on its use from a microsociolinguistic approach. This paper aims to analyze the use of the Aymara language in six commercial speech events in a tri-border context involving Aymara speakers from Chile, Peru, and Bolivia. The conversations that happened within these events were collected through audio recordings and written records in a qualitative ethnographic intervention in the so-called three-part fair or “Feria Tripartita” (FT), a commercial event that occurs weekly in the three-border area. The analysis is based on ethnography of communication, conversational analysis, and interactional sociolinguistics. Drawing on this analytical framework, the use of the AL that is manifested there shows code-switching with Spanish, both inter- and intra-orally, along with a series of interlinguistic phenomena, such as the presence of a series of Spanish lexical bases with Aymara suffixation, and the use of unnecessary Spanish loans. Thus the FT, in spite of being an Aymara space that conforms a bilingual speaking community, is a space of influence of the Castilian language, which structurally affects the use of the AL.

The text in question seeks to outline the sociolinguistic scenario of the southern region of Bahia, which would have been characterized by multilingualism, a consequence of the region's economic stagnation, a fact that would have generated less conflicts between Portuguese and Indians, preserving the speakers of local languages. The change in this scenario would occur from the 1820s onwards, with the growth of the cocoa plantation, which began in the region in 1746. In parallel with this scenario, we have another different one: the foundation of three Swiss-German colonies, which would have presented a context of irregular linguistic transmission of L2 Portuguese from Germans and Swiss to enslaved Africans. And, running through the entire text, we argue that the understanding of these differentiated sociolinguistic situations in the same region was possible because we adopted a broad view that considered the transnational historical relations within which the south of Bahia was immersed, because, without this, it would not be possible to understand how these sociolinguistic situations were triggered. [ABSTRACT FROM AUTHOR]

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Constitution of the Democratic Republic of Timor-Leste establishes Portuguese and Tetum as official languages, recognizing English and Bahasa Indonesia as working languages, so it assumes, from the outset, a country with bilingual and multilingual people. The aim of this work is to relate multilingualism and bilingualism in countries such as Brazil and the United States of America, Paraguay and Canada. It is also intended to address some concepts of multilingualism and bilingualism as a theoretical support to speak of bilingual and multilingual in Timor-Leste. Addressing, particularly, the way Portuguese is consolidated and appropriated by the Timorese, in addition, the approach is also articulated with the form and meaning of the use of vocabularies with origins in the Tetum language in a multilingual context. [ABSTRACT FROM AUTHOR]

This study investigates an innovative structure in Brazilian Portuguese (BP): relative clauses with preposition stranding. BP speakers and Brazilian undergraduate Portuguese-English bilingual students participated in an acceptability judgement task with a 5-point Likert scale and an elicited production task. Since relative clauses with preposition stranding is a very frequent construction in English, bilinguals were expected to show higher levels of acceptability and production of this kind of structure in BP. However, this phenomenon seems to be lexically restricted in BP: there are prepositions which may be stranded, but there are others which may not, according to Marcelino (2007) and Salles (2003). Our results show that bilinguals do indeed accept preposition stranding in higher levels than BP monolinguals, but their production is similar to that of BP speakers, conditioned by type of preposition, that is, they are only more tolerant with relative clauses with preposition stranding in BP in acceptability tasks. These results also show that these constructions are well-accepted and naturally produced by native BP speakers. The comparison between BP speakers and undergraduate Portuguese-English bilingual students suggests that the presence of similar structures in the additional language may increase acceptability rates of innovative variants in the mother tongue. [ABSTRACT FROM AUTHOR]

Copyright of Lletres Asturianes is the property of Academia de la Llingua Asturiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current paper presents the results of a qualitative analysis of speech errors made during the L2 picture-naming task in the context of two mutually intelligible languages. The task was performed by native speakers of Slovak and its target language was Czech. The errors demonstrate that production is partly based on the so-called interlanguage analogies and interiorized rules derived from them. Such issues have been rather overlooked in the previous literature. Our qualitative findings offer a viable starting point for formulating novel hypotheses for quantitative studies on lexical access in bilinguals. The evidence discussed here shows that examining less commonly studied languages in their specific contexts can substantially enrich the research that has traditionally focused on better studied languages, such as English, French, German or Dutch.

This article aimed to verify the instruments used to analyze if linguistic co-activation of signs occurs during reading by deaf people by means of a systematic review. The search for the studies occurred in databases using descriptors and criteria for the selection of articles, which led to the selection of six articles. The studies used semantic judgment tasks with implicit stimulus to verify linguistic co-activation, and their results corroborate the hypothesis of bimodal linguistic coactivation and point to the expansion of research with other language pairs, with control in the division of participants by levels of proficiency, schooling, and reading and writing habits. [ABSTRACT FROM AUTHOR]

This paper attempts to reflect, supported by decoloniality theoretical frameworks, on the tensions in different historical perspectives about Deaf education in the Brazilian scenario. A qualitative and exploratory approach was adopted. The results indicate that educational policies regulating the schooling process for Deaf students had made progress in the last two decades. However, far from being peaceful, such advances were achieved through the permanent mobilization of the Deaf community in favor of rights and public policies aimed at this minority linguistic group. It is concluded that the promotion of assistentialist and enabling practices triggers strong colonial cues, which can only be mitigated through a truly intercultural Bilingual Education. [ABSTRACT FROM AUTHOR]

In this article we discuss the linguistic and language teaching policies that are developed in the Education of the Deaf in Uruguay and Brazil. The article is mostly theoretical and it aims at characterizing the school of modernity and its monolingual linguistic policy in order to show how the Deaf education worked in this conceptual, political and methodological framework. Thus, we characterize the school of postmodernity and its plurilingual and translingual linguistic policy. We conclude by showing the need for the Deaf education to migrate from a bilingual perspective, both in its foundations and in its practices, to a pluri/translingual one, which recognizes Deaf students in their linguistic and political identities. [ABSTRACT FROM AUTHOR]

The purpose of this article is to discuss the curricular document of indigenous school education and also to present a pedagogical proposal for teaching in the village of escalvado, belonging to the Kanela/memortunré people, (MA). Based on the Portuguese Language curricular component and the use of generative/contextual themes proposed in the pedagogy of Paulo Freire (1976,1978), and Pimentel da Silva (2018, 2019,2020). This is a descriptive analytical work developed through action research, with a qualitative approach. For this, a reflection/discussion will be made on the type of bilingualism present in the schooling process of the Kanela/Memortumré people, and the space of the Portuguese language in this teaching, pointing out some guidelines for the practice of epistemic bilingualism. [ABSTRACT FROM AUTHOR]

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of LIAMES: Línguas Indígenas Americanas is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper explores the reading comprehension performance of Italian-speaking university students learning Portuguese as a foreign language (PLE), to compare it with the reading comprehension of Italian-Portuguese bilingual young people who speak Portuguese as a heritage language (PLH). Our paper discusses the possibility of using the cloze test as a tool to assess reading comprehension and, more specifically, to understand the similarities and differences between these two categories of participants in relation to the pragmatics required for the correct understanding of a written text. The aim is to understand the sensitivity of the cloze test to verify syntactic and lexical proficiency, within the linguistic and non-linguistic variables. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tellus is the property of Revista Tellus and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Heritage speakers represent a special category of bilinguals who are exposed to their first language at home in the childhood, but later acquire the main language of their society that becomes dominant. Brazil has numerous communities of heritage speakers of many languages such as Japanese, German, Italian, Polish, and Ukrainian; however, only few speech corpora are being collected. In the current work, we describe the protocol of the data collection and discuss some points about data management for the BraPoRus (Brazilian Portuguese-Russian) corpus, a spoken corpus of heritage Russian in Brazil. The participants are 26 elderly speakers who were born in Brazil or came to Brazil as children in the 1950s. The protocol of the data collection includes: 1) a brief sociodemographic questionnaire; 2) a working memory test in Russian and Brazilian Portuguese using the Month-Ordering task; 3) a semi-spontaneous narrative about the history of the participants’ family and their immigration to Brazil; 4) the Bilingual Language Profile; 5) a sociolinguistic interview with 139 questions; 6) unscripted dialogues between participants in Russian; 7) intonation task; and 8) reading task. The BraPoRus corpus contains more than 160 hours of speech recordings and represents a unique collection of heritage Russian in Brazil. We expect that the protocol described in this work will be useful both for Brazilian linguists who study other heritage languages, and for research on heritage Russian in other countries.

Copyright of Revista del CESLA is the property of University of Warsaw and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.

Copyright of Pessoa Plural is the property of Pessoa Plural and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This study investigated the influence of experience with L2 English in the processing of passives in L1 Brazilian Portuguese (BP) by high-proficiency bilinguals and BP monolinguals. Based on the premise that high L2 proficiency is indicative of widespread representational sharing (BERNOLET; HARTSUIKER; PICKERING, 2013) and on the observation that the passive is significantly more productive in English than in BP (GUIMARÃES; SOUZA, 2016), bilinguals’ processing of the construction is expected to be facilitated by L2 exposure. Subjects performed an acceptability judgment task and two sentence elicitation tasks. Both groups considered the passive as acceptable as the active, with no significant differences between the two groups’ judgments of the passive. Differences were found in the oral production of passives between bilinguals and monolinguals, but not in written production: task type influenced the production of monolinguals in that passive productivity fell significantly from the written to the oral task. The difference in productivity levels of the passive between bilinguals and monolinguals is attributed to bilinguals’ exposure to the construction’s distributional properties in the L2, supporting models of bilingual shared representations (HARTSUIKER; PICKERING; VELTKAMP, 2004). Keywords: bilingualism; frequency effects; L2 proficiency; passive construction; acceptability judgment; written production; oral production. Resumo: Este estudo investigou a influência da experiência com L2 inglês no processamento de passivas em L1 português brasileiro (PB) por bilíngues de alta proficiência e monolíngues do PB. Baseando-se na premissa de que alta proficiência em L2 é indicativa de compartilhamento generalizado de representações (BERNOLET; HARTSUIKER; PICKERING, 2013) e na observação de que a passiva é significativamente mais produtiva em inglês do que no PB (GUIMARÃES; SOUZA, 2016)propomos uma visão construcional da construção, na qual ela é tomada como entidade teórica independente. Apesar de sintaticamente congruente no português brasileiro (PB, espera-se que o processamento da construção por bilíngues seja facilitado pela exposição à L2. A compreensão da construção foi observada através de uma tarefa de julgamento de aceitabilidade de sentenças, enquanto a produção foi observada a partir de duas tarefas de descrição de imagens (uma escrita e outra oral). Tanto bilíngues quando monolíngues julgaram a passiva tão aceitável quanto a ativa, sem diferença significativa nos julgamentos entre os dois perfis linguísticos. Apesar de as passivas terem sido menos frequentes do que as ativas nas tarefas de produção, o tipo de tarefa influenciou o número de ocorrências de passivas dentre os monolíngues: sua produção foi similar à dos bilíngues na tarefa escrita, mas significativamente menor na tarefa oral. A diferença nos níveis de produtividade de passivas entre bilíngues e monolíngues é atribuída à exposição dos bilíngues às propriedades distribucionais da construção na L2, corroborando modelos de compartilhamento representacional bilíngue (HARTSUIKER; PICKERING; VELTKAMP, 2004). Palavras-chave: bilinguismo; efeitos de frequência; proficiência em L2; construção passiva; julgamento de aceitabilidade; produção escrita; produção oral.

It is a hard task to think about teaching Philosophy on the XXI century. After all, Philosophy itself performs features that were not seen during its genesis or golden periods. For this purpose, it is necessary to make a double nature investigation. On one side, there are logical and grammatical analysis of the conceptual conceptions about School, Teaching and Deafness; on the other, there is a genetic analysis of the hands-on modus operandi at School. Taking as reference Simón Rodríguez's perspective about Popular School, the enquiry approaches its institutionalization, that is, the necessity of responding to social demands -not rarely, represented by the subjection to superior instances of diverse natures, understood as curricular component. Brief considerations were made about the Philosophy teaching process itself and its boundaries within the Basic School context, so there could be a way of debouching in a discussion about the processes of inclusion of deaf people in these procedures. It is also known that the deaf community, in particular, carries an eminent obstacle, conventionally named as "language barrier". From the abovementioned discussions, it is possible to synthesize the specific difficulties encountered in the relation between Philosophy as a curricular component and its teaching to deaf people, particularly the topic of untranslatable philosophical concepts, raising the idea that the effectiveness of teaching Philosophy to deaf is beyond the pure and simple bilingualism.

Copyright of Building the way - Revista do Curso de Letras da UEG/Itapuranga is the property of Universidade Estadual de Goias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students’ identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers’ discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the ‘one language’ ideology that entails that the unity of a nation depends partly on the use of only one language.

This paper tries to understand how bilingual poetry considers relations between languages in Paraguay. In the first part, we shall introduce bilingualism’s issues and their consequences in bilingual poetry’s forms. In the second part, we shall focus on poetical discourse as dialogue’s support and developper of tensions between both languages. Finally, we shall analyze how the problematization of these linguistic relationships allows intercultural expresions that explore an anthropological and poetical thought.

In this paper we investigated how L1 word stress affects L2 word naming for cognates and non-cognates in two lexical stress languages, Brazilian Portuguese (BP, L1) and American English (AE, L2). In Experiment 1, BP-AE bilinguals named a mixed list of disyllabic moderate frequency words in L1 (Portuguese) and L2 (English). In Experiment 2, Portuguese-English bilinguals named English (L2) disyllabic target words presented simultaneously with auditory Portuguese (L1) disyllabic primes. It is concluded that word stress has a task-dependent role to play in bilingual word naming and must be incorporated in bilingual models of lexical production and lexical perception and reading aloud models.

Este estudio toma como participantes a 13 niños (media de edad=5;07) bilingües (euskera-español) dominantes en euskera, y contrasta sus resultados con los de niños monolingües (español/euskera) y con adultos (español/euskera) a modo de control. Se empleó una tarea de evaluación de oraciones para (1) testar su conocimiento sobre el significado semántico-pragmático de los cuantificadores algunos y batzuk ‘algunos’ y para (2) comparar (i) las interpretaciones de los bilingües con las de los monolingües y (ii) las de los bilingües en sus dos lenguas. Los resultados mostraron similitudes tanto entre (i) los monolingües y los bilingües como entre (ii) las dos lenguas de los bilingües. Las similitudes entre los grupos de niños (Antoniou et al. 2013, Syrett et al. 2017) parecen obedecer al patrón del desarrollo observado interlingüísticamente (Noveck 2004, Katsos et al. 2016), más que a la (presencia o ausencia de) convergencia bilingüe en la adquisición de cuantificadores débiles.

In a multiliteracy society, the acquisition of Portuguese Language (LP) writing skill for deaf people is central, in addition, this acquisition is an extension of the socio-communicative universe. Thus, we sought to analyze texts of a bilingual deaf high school, aiming to identify the linguistic, textual and discursive organization employed. For this, we describe the influence of Libras on LP productions and the adopted linguistic marks that helped or hindered the constitution of productions and, finally, we reflect on how these aspects relate in the establishment of cohesion and textual coherence. In the textual productions, the analyzes looked for the identification of the lin-guistic movements, from textual elements, such as cohesion and coherence. The results showed that the student made small productions, mostly descriptive, and that there were, in some sections, cohesion ruptures, which did not affect the texts coherence. It was verified influence of Libras in the Portuguese Language structure, which was considered as a result of an interlanguage.

This research analyzed the anaphoric processing of null pronouns (characterized as pro), investigating how this type of anaphoric expression is interpreted by bilingual Spanish L2-Portuguese L1 speakers, and if the grammars, here understood as internalized knowledge about certain languages, in terms by Chomsky (1981), interfere with each other in the preferential interpretation of ambiguous sentences. The objective is to investigate the preferential interpretation of the null pronoun in Spanish, analyzing the preference in ambiguous sentences. This study is justified by the need to resolve controversies in the literature about anaphoric retakes, especially in ambiguous sentences, in which there is possibly interference from the linguistic mechanisms of the mother tongue, used by the learner. Many researchers try to understand the functioning of linguistic processing of language use in bilinguals, who speak two languages with equal or similar competence to a native (GONÇALVES, 2010). We anchor our hypothesis in the principles of Carminati (2005), which point out that the null pronoun in ambiguous sentences preferentially establishes the correlation with the antecedent in subject position, and also in the Interface Hypothesis of Sorace (2011), regarding the influence of L1 in the interpretation of the coreference, since bilinguals are subject to using the same mechanisms of their L1 grammar in L2 in situations of ambiguity. The methodology applied was an offline test on Google forms, consisting of questions about the preference of retaking ambiguous phrases, associated with distracting phrases, in which 08 bilingual volunteers at advanced level participated, students of the 9th period of the Language course - Portuguese /Spanish from the University of Pernambuco. The results found corroborate the Antecedents Position Hypothesis according to Carminati (2005) and the Interface Hypothesis of Sorace (2011). [ABSTRACT FROM AUTHOR]

In Brazil, the learning of a second language (L2) by native Brazilian Portuguese speakers has been extensively explored, but studies on language processing and language interaction among bilinguals are quite recent. The late bilingualism of the first-generation immigrants has been studied mainly from the perspective of their difficulties in learning Brazilian Portuguese. Brazil has numerous communities of heritage speakers of many languages such as Japanese, German, Italian, Polish, Ukrainian, and Russian. However, the number of studies that focus on the bilingual speech of heritage speakers in Brazil is also quite limited. The aim of the current study is to evaluate the working memory in Russian-Brazilian Portuguese bilinguals as a function of the language and type of bilingualism. For this purpose, 49 first-generation Russophone immigrants and 28 older Russian heritage speakers, all residing in Brazil, were tested in Russian and Portuguese using a Month-Ordering task. We found that the working memory scores of the first-generation Russophone immigrants were not statistically different between both languages, but the median working memory score of the older Russian heritage speakers in Russian was 1.5-fold lower than in Portuguese. As next steps, we plan to verify the relation between the working memory capacity and narrative production abilities of the older Russian heritage-Brazilian Portuguese bilinguals in their heritage and societal languages.

This study aims to add to the body of evidence regarding the linguistic structures that seem to be more challenging in L2 acquisition than in L1 acquisition (DeKeyser, 2005; Ellis, 2008; Inagaki, 2001; Slabakova, 2014; Sorace, 2011). The Negative Evidence Hypothesis (NEH) (AUTHOR) predicts that bilinguals are less sensitive than native speakers to violations resulted from the overgeneralization of an L2-specific rule. We tested this hypothesis by analyzing the behavior of Brazilian Portuguese-English bilinguals with different profiles towards double-object construction with unlicensed verbs in two acceptability judgment tasks. The results corroborate the NEH by conveying that bilinguals gain sensitivity as they become more proficient, yet, the data suggests that not even when immersed in the L2, they become as sensitive as native speakers.

Researchers in second language acquisition (SLA) have examined the acquisition and use of tense-aspect (TA) morphology in predominantly tutored, second language (L2) varieties (Andersen & Shirai 1996; Bardovi-Harlig 1998; Quesada 2013; Salaberry 2005, 2011, 2013). Language contact scholars have focused on L2 acquisition in immigrant situations in which L2 learners acquire the host country’s language in an untutored environment (Clements 2002, 2003, 2009; Klein & Perdue 1992, 1997; Sharma & Deo 2010). This case study addresses the effects of instructed and non-instructed contexts on language learning by examining similarities and differences in L2 use of TA morphology among three Chinese-Spanish learner varieties: an untutored variety spoken by a Chinese immigrant living in Spain (Clements 2003, 2009) and two tutored varieties spoken by Chinese learners of Spanish who are studying in the United States and have varying degrees of experience with Spanish. The production data, retrieved from three 45-minute sociolinguistic interviews, yielded a total of 390 tokens. Quantitative and qualitative analyses revealed trends across the learner varieties, which include lower rates of overtly marking state verbs in all learner varieties, an innovative aspectual marker ya ‘already’ in the Chinese immigrant variety, and a distinct interplay of semantic factors for each L2 variety. Findings suggest an effect of the learning context on L2 use of TA morphology.

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While L2 acquisition by Brazilians has been studied for different languages, the acquisition of Brazilian Portuguese by foreigners has been poorly explored. Recent studies of non-native accented speech in other languages have shown that a foreign accent could largely influence the perception of personal qualities of speakers, and this issue presents a large interest for intercultural research projects. Our research project is focused on Russophone immigrants living in Brazil, bilingual speakers of Russian and Portuguese. The specific aim of the current work is to describe a database containing information about 40 native Russian speakers living in São Paulo for at least six months. Their linguistic and sociocultural profiles are presented, and the experimental protocol of the data collection is described. The protocol included recording speech samples in Russian and in Portuguese and video recordings for further facial expression analysis of bilinguals by the program FaceReader 7.0. The analysis of the sociocultural profiles of the Russophones, presented in the current work, provides a strong basis for the enrichment of the phonetic, sociolinguistic, and nonverbal behavior analysis of these speakers.

One of the problems that the deaf community faces is that the literacy process does not occur in the same way as their hearing peers. Literacy is an activity that requires the development of a phonological awareness to understand that the words are composed of symbols and phonemes, which is due to this necessary bilingual-bicultural mediation for Deaf children. Likewise, the instructional methods that are commonly used are based on oralism, that is, they begin with the understanding of the minimum units of the word (syllables and phonemes), and therefore, the deaf person does not generate any meaning due to the lack of sound. Therefore, this article presents the development and results of an application that allows deaf children to practice the process of literacy. The foregoing basing communication on the use of Sign Language and following a contextualized global method, which is opposed to oralist-type methods in which sound is important to begin to understand words from their minimum unit. For its validation, a group of Deaf users who interacted with the contents developed was involved, as well as the guide and endorsement of an association for the instruction of Deaf people and educators with experience in the teaching of deaf children. The progress was monitored remotely due to Covid-19 conditions. [ABSTRACT FROM AUTHOR]

This research aims to present a sociolinguistic characterization of the deaf community in the city of São Carlos. For the analysis of 30 surveys, applied to the deaf in the city located in the Central region of the State of São Paulo, we used the theoretical assumptions of Sociolinguistics (LABOV, 1966, 2008) and Sociolinguistics of sign languages (LUCAS, 2004). The results point to a context of bimodal bilingualism, with the Portuguese language playing an important role in communication and having a high status in the community, despite being a language of employment only in the written modality. [ABSTRACT FROM AUTHOR]

ABSTRACT Purpose: to verify the influence of bilingualism on the development of phonological awareness. Methods: this is an integrative literature review, built on the hypothesis of the relationship between bilingualism and its influence on the development of phonological skills in children. The construction was carried out in the databases: CAPES, Pubmed, Scielo, Eric, and LILACS, using the following free terms in Portuguese and English: bilingualism AND phonology, bilingualism AND phonological awareness and bilingualism AND phonological skills. The sample selection criteria were: a) scientific papers published in national and international journals with full text, free and available in the database; b) in English and Portuguese; c) that addressed the theme in the last five years. For the selection of the papers, reading the title, followed by the summary, and finally, reading the papers potentially relevant for review were considered. Results: following the eligibility criteria, 2,578 papers were identified. Of these, 87 were selected for complete analysis. The final sample consisted of eight papers, two of them being written by Brazilian authors. Of these, five showed better phonological awareness skills in bilinguals and two in monolinguals. Studies point out that age can be a predictor of language skills and better phonological awareness skills associated with good reading development. Bilinguals, early exposed to this skill, develop reading by phonology and those with late exposition, by semantics. Conclusion: the present study demonstrated that there are still controversies regarding the impacts of bilingualism on phonological awareness, including on the benefits of phonological awareness.

This article aims to discuss knowledge from research in Neurosciences and Psycholinguistics about some of the linguistic and cognitive processes involved in the development of reading and writing in bilingual children. For this, reflections are presented on four issues that illustrate constant doubts of parents and educators who work in bilingual education contexts. [ABSTRACT FROM AUTHOR]

Bilingualism is a common phenomenon, understudied in our country and demonstrates relation with executive functions (EF). This research follows the quantitative model and aimed to compare the executive functions (Inhibitory control, including self-control and selective attention, working memory and cognitive flexibility) between early bilinguals and monolinguals, verifying possible differences in the scores between the two groups. For that, 10 early bilinguals and 10 monolinguals, who did not frequently use alcohol and other psychoactive substances, neither had diagnostic of depression or anxiety disorders, were part of the sample. In these subjects, the Wisconsin Card Sorting Test (WCST), Five Digit Test (FDT) and Digits Span Test were applied. The scores were compared statistically between the two groups in order to test differences between them, using Mann-Whitney non-parametric variance test. The results were compared with those of the specialized literature. Based on them, it was found that bilinguals scored more favorably than monolinguals in all of the tests used, with significant results in most of the categories, indicating advantages in inhibitory control, attention, processing speed and cognitive flexibility. In conclusion, bilingualism can be a factor that positively assists processes that involve the EF, indicating advantages in early bilingual that can perdure until adulthood. [ABSTRACT FROM AUTHOR]

In this paper, we present a discussion about being bilingual/multilingual since childhood and the challenges encountered, which need to be faced and overcome, so that the family does not give up on its purpose, mainly when it comes to a language of immigration (Deitsch/Deutsch ) and the German in contact with the Portuguese. We bring a theoretical discussion based on the features of bilingual/multilingual from Mackey (1972), King and Mackey (2007) and Grosjean (2010) and on the types of child bilingualism by Romaine (1995). Among the challenges that can be found in a multilingual education (BROCH, 2014), we emphasize three of them: i) the myth that children, who learn more than one language prematurely, will have difficulties in school; ii) linguistic prejudice, the result of an education centered on the belief in the need for linguistic homogeneity and iii) the lack of a linguistic policy sensitive to multilingualism, both of minority languages and of languages called "modern". [ABSTRACT FROM AUTHOR]

The paper presents a propose of a sociolinguistic research about Indigenous Portuguese Sateré-Mawé, located on Parintins, Amazonas State, as well as its first empirical findings, with the identification of morphosyntactic traces of that linguistic variety which are supposedly derived from language contact. The research is based on a sample of vernacular speech collected, according to the field research techniques of Variationist Sociolinguistics, in indigenous communities, with 16 bilingual speakers in Sateré-Mawé and Portuguese. The paper also makes a socioeconomic, demographic and ethnographic description of Sateré- Mawé people and discusses the Indigenous Portuguese concept, as well as the implication of this study for understanding the country´s ethnographic diversity and for Portuguese Language teaching in indigenous communities. [ABSTRACT FROM AUTHOR]