L2 learning – a path to bilingualism

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F24%3A73629278" target="_blank" >RIV/61989592:15210/24:73629278 - isvavai.cz</a>

Výsledek na webu

<a href="https://bcl2024.ff.cuni.cz/panely/#l2learning" target="_blank" >https://bcl2024.ff.cuni.cz/panely/#l2learning</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

L2 learning – a path to bilingualism

Popis výsledku v původním jazyce

A thematic panel at the Biennial of Czech Linguistics 2025 (Faculty of Arts of Charles University, 17.–20. 9. 2024)The theme of the panel is the path to bilingualism (linguistic multicompetence). We are interested in the dynamic changes of linguistic competence during the life of a bilingual individual. We ask questions about the development of bilingualism in childhood and adulthood and the resulting nature of bilingual language competence. The panel connects two main themes:1. THE ROLE OF LANGUAGE EXPOSUREThe way in which an individual is exposed to a language fundamentally influences their linguistic competence at a given stage of language development (Luk &amp; Bialystok 2013). There is a range of life experiences that can lead to the development of more than one language. Some people acquire multilingual competence ‚naturally‘ from exposure to the environment in which they grow up and are socialized (multilingual communities and/or families) or in which they find themselves later in life (emigration, study abroad). A completely different path to bilingualism is learning a foreign language at school. Bilingual language experience and the resulting linguistic multicompetence are therefore necessarily heterogeneous. Our panel reflects on the importance of language immersion: if immersion leads to more complete language acquisition, is it possible to simulate immersion learning processes in a non-immersion context? For example, we are interested in the following topics (though not exclusively):- the relationship between language use, the process of language learning and the resulting linguistic multicompetence- the influence of bi-vs.-uni-modal language experience on linguistic multicompetence and language processing (perception and production)- the influence that the multilingual experience of an adult or child has on their social functioning in society.2. INTERLINGUAL INTERACTIONSArguments that the linguistic competence of bilingual speakers should be examined as a whole, not as a sum of separate monolingual competences, have been made in bilingualism studies (Grosjean 1989), second language acquisition theory (Cook 1995) and linguistic subfields such as phonology (Flege 1995) since the 1990s. Current empirical research demonstrates the interconnectedness of languages in the mind of the speaker across language plans (e.g., Kroll et al. 2012) and highlights the uniqueness of multilingual language competence and language processing (e.g., Kroll et al. 2014, Schmid &amp; Köpke 2017). The panel offers a dynamic perspective on the linguistic competence of bilingual individuals. Among other topics, we address the following:- Cross-linguistic interactions on all linguistic levels, differences between monolingual and bilingual linguistic competence and performance.- Changes in the bilingual speaker’s language system caused, for example, by prolonged residence in a second language environment and possible shifts in language dominance: Improvements in the L2 (e.g. due to study abroad), changes in the first language (the process of weakening of language competence (language attrition).- Short-term language shifts due to changes in the language environment. An example of such shifting is „phonetic drift“, which affects the sound of a bilingual’s L1: exposure to a new language causes L1 sounds to become acoustically similar to equivalent sounds in the foreign language.We understand the themes of language exposure and bilingual cross-language effects as connected in interesting ways and we believe that they can be approached from a variety of perspectives. Our goal as the panel organizers is to offer a platform where these perspectives can be discussed.ReferencesCook, V. (1995). Multi‐competence and the learning of many languages. Language, Culture and curriculum, 8(2), 93-98.Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. Speech perception and linguistic experience: Issues in cross-language research, 92, 233-277.Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and language, 36(1), 3-15.Kroll, J. F., Dussias, P. E., Bogulski, C. A., &amp; Kroff, J. R. V. (2012). Juggling two languages in one mind: What bilinguals tell us about language processing and its consequences for cognition. In Psychology of learning and motivation (Vol. 56, pp. 229-262). Academic press.Kroll, J. F., Bobb, S. C., &amp; Hoshino, N. (2014). Two languages in mind: Bilingualism as a tool to investigate language, cognition, and the brain. Current directions in psychological science, 23(3), 159-163.Luk, G., &amp; Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25(5), 605-621.Schmid, M. S., &amp; Köpke, B. (2017). The relevance of first language attrition to theories of bilingual development. Linguistic Approaches to Bilingualism, 7(6), 637-667.

Název v anglickém jazyce

L2 learning – a path to bilingualism

Popis výsledku anglicky

A thematic panel at the Biennial of Czech Linguistics 2025 (Faculty of Arts of Charles University, 17.–20. 9. 2024)The theme of the panel is the path to bilingualism (linguistic multicompetence). We are interested in the dynamic changes of linguistic competence during the life of a bilingual individual. We ask questions about the development of bilingualism in childhood and adulthood and the resulting nature of bilingual language competence. The panel connects two main themes:1. THE ROLE OF LANGUAGE EXPOSUREThe way in which an individual is exposed to a language fundamentally influences their linguistic competence at a given stage of language development (Luk &amp; Bialystok 2013). There is a range of life experiences that can lead to the development of more than one language. Some people acquire multilingual competence ‚naturally‘ from exposure to the environment in which they grow up and are socialized (multilingual communities and/or families) or in which they find themselves later in life (emigration, study abroad). A completely different path to bilingualism is learning a foreign language at school. Bilingual language experience and the resulting linguistic multicompetence are therefore necessarily heterogeneous. Our panel reflects on the importance of language immersion: if immersion leads to more complete language acquisition, is it possible to simulate immersion learning processes in a non-immersion context? For example, we are interested in the following topics (though not exclusively):- the relationship between language use, the process of language learning and the resulting linguistic multicompetence- the influence of bi-vs.-uni-modal language experience on linguistic multicompetence and language processing (perception and production)- the influence that the multilingual experience of an adult or child has on their social functioning in society.2. INTERLINGUAL INTERACTIONSArguments that the linguistic competence of bilingual speakers should be examined as a whole, not as a sum of separate monolingual competences, have been made in bilingualism studies (Grosjean 1989), second language acquisition theory (Cook 1995) and linguistic subfields such as phonology (Flege 1995) since the 1990s. Current empirical research demonstrates the interconnectedness of languages in the mind of the speaker across language plans (e.g., Kroll et al. 2012) and highlights the uniqueness of multilingual language competence and language processing (e.g., Kroll et al. 2014, Schmid &amp; Köpke 2017). The panel offers a dynamic perspective on the linguistic competence of bilingual individuals. Among other topics, we address the following:- Cross-linguistic interactions on all linguistic levels, differences between monolingual and bilingual linguistic competence and performance.- Changes in the bilingual speaker’s language system caused, for example, by prolonged residence in a second language environment and possible shifts in language dominance: Improvements in the L2 (e.g. due to study abroad), changes in the first language (the process of weakening of language competence (language attrition).- Short-term language shifts due to changes in the language environment. An example of such shifting is „phonetic drift“, which affects the sound of a bilingual’s L1: exposure to a new language causes L1 sounds to become acoustically similar to equivalent sounds in the foreign language.We understand the themes of language exposure and bilingual cross-language effects as connected in interesting ways and we believe that they can be approached from a variety of perspectives. Our goal as the panel organizers is to offer a platform where these perspectives can be discussed.ReferencesCook, V. (1995). Multi‐competence and the learning of many languages. Language, Culture and curriculum, 8(2), 93-98.Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. Speech perception and linguistic experience: Issues in cross-language research, 92, 233-277.Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and language, 36(1), 3-15.Kroll, J. F., Dussias, P. E., Bogulski, C. A., &amp; Kroff, J. R. V. (2012). Juggling two languages in one mind: What bilinguals tell us about language processing and its consequences for cognition. In Psychology of learning and motivation (Vol. 56, pp. 229-262). Academic press.Kroll, J. F., Bobb, S. C., &amp; Hoshino, N. (2014). Two languages in mind: Bilingualism as a tool to investigate language, cognition, and the brain. Current directions in psychological science, 23(3), 159-163.Luk, G., &amp; Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25(5), 605-621.Schmid, M. S., &amp; Köpke, B. (2017). The relevance of first language attrition to theories of bilingual development. Linguistic Approaches to Bilingualism, 7(6), 637-667.

Druh

W - Uspořádání workshopu

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Místo konání akce

Praha

Stát konání akce

CZ - Česká republika

Datum zahájení akce

—

Datum ukončení akce

—

Celkový počet účastníků

9

Počet zahraničních účastníků

—

Typ akce podle státní přísl. účastníků

EUR - Evropská akce