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\n\tExtra materials for academic seminars or for individual learners who wish to deepen their understanding of\u00a0the topic:\u00a0<\/strong>\n<\/p>\n \n\tDaba\u0161inskien\u0117, Ineta and Laura \u010cubajevait\u0117. 2013. Multilingualism in Europe<\/i>. Kaunas: Vytautas Magnus University. <\/span><\/span><\/span>https:\/\/vb.vdu.lt\/object\/elaba:4803887\/4803887.pdf<\/span><\/span><\/span><\/a><\/span>\n<\/p>\n \n\tPublication of the study guide provides a variety of\u00a0 materials for learning about multilingualism and several related topics with it, which could be used for either academic seminars or home readings according to the course focus.\u00a0 \n\t\u00a0\n<\/p>\n \n\tThe materials were\u00a0supported by the European Social Fund (ESF) and the Government of the Republic of Lithuania, project title: \u201cPreparation and implementation of the joint degree international master programme in \u2018Sociolinguistics and Multilingualism\u2019\u201d, and are\u00a0freely available to download.\u00a0\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\tThis Open Access article presents empirical evidence on how bilingualism has impact on people\u2019s cognitive abilities, especially when aging.\u00a0 \n\tBak, T. H., Nissan, J. J., Allerhand, M. M. and Deary, I. J. (2014), Does bilingualism influence cognitive aging?. Ann Neurol., 75: 959-963. doi:10.1002\/ana.24158<\/a>\u00a0 \n\tStep 1. \n\tStep 2. \n\tDe Bruin, A., Treccani, B. & Della Sala, S.\u00a0Cognitive Advantage in Bilingualism: An Example of Publication Bias?\u00a0Psychological Science, Vol 26, issue 1, Sage Journals,\u00a0https:\/\/doi.org\/10.1177\/0956797614557866<\/a>\u00a0 \n\tTo test this hypothesis, we looked at conference abstracts from 1999 to 2012 on the topic of bilingualism and executive control. We then determined which of the studies they reported were subsequently published. Studies with results fully supporting the bilingual-advantage theory were most likely to be published, followed by studies with mixed results. Studies challenging the bilingual advantage were published the least. This discrepancy was not due to differences in sample size, tests used, or statistical power. A test for funnel-plot asymmetry provided further evidence for the existence of a publication bias.\n<\/p>\n \n\tSiegal\u00a0M, Surian\u00a0L, Matsuo\u00a0A, Geraci\u00a0A, Iozzi\u00a0L, et al. (2010)\u00a0Bilingualism Accentuates Children\u2019s Conversational Understanding. PLOS ONE 5(2): e9004.\u00a0https:\/\/doi.org\/10.1371\/journal.pone.0009004<\/a>\u00a0 \n\tThis Open Access article presents an investigation of bilingualism and its influences on children\u2019s conversational understanding. The study involved children aged 3\u20136 years exposed to one or more of four major languages: English, German, Italian, and Japanese. The children\u2019s ability to identify responses to questions as violations of conversational maxims (to be informative and avoid redundancy, to speak the truth, be relevant, and be polite) were researched using experiments.\u00a0\n<\/p>\n \n\tSuggestions for the contact seminar:\u00a0\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\tOn 19\u201321 November, a group of researchers from the University of Tartu (Professor of Estonian as a Foreign Language Birute Klaas-Lang, Associate Professor of Speech Therapy Marika Padrik, Senior Research Fellow in Estonian as a Foreign Language Mare Kitsnik, Lecturer in Pedagogy and Psychology \u00dclle S\u00e4\u00e4lik, and Assistant Lecturer in English Olga Orehhova), who are involved in the RITA-R\u00c4NNE research project \u201cMigration dependency and integration challenges for Estonia, employers, communities and educational system\u201d (https:\/\/ranne.ut.ee) visited Latvia to learn about the Latvian experience of bilingual and multilingual education and Latvian language teaching.\n<\/p>\n\n\tMultilingualism in Europe. A Study guide. A Resource Book for Students.\u00a0<\/strong><\/span>
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The topics include the following:\u00a0\n<\/p>\n\n
\n\tDoes bilingualism influence cognitive aging? \u2013 This study says \u2018yes\u2019! Read and find the proof.\u00a0<\/strong><\/span>
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The study of 853 participants shows that bilinguals performed significantly better than predicted from their baseline cognitive abilities, with strongest effects on general intelligence and reading.\u00a0\n<\/p>\n
https:\/\/onlinelibrary.wiley.com\/action\/showCitFormats?doi=10.1002%2Fana.24158<\/a>\n<\/p>\n
Read the article and discuss:\u00a0\n<\/p>\n\n
The authors de Bruin, Treccani and Della Sala (2014) of the article \u201cCognitive Advantage in Bilingualism: An Example of Publication Bias?\u201d suggest that the popular belief\u00a0of advantages of bilingualism may be hyped due to to the publication bias.\u00a0\n<\/p>\n\n
Abstract also available here below:\u00a0
It is a widely held belief that bilinguals have an advantage over monolinguals in executive-control tasks, but is this what all studies actually demonstrate? The idea of a bilingual advantage may result from a publication bias favoring studies with positive results over studies with null or negative effects.\n<\/p>\n\n\t\u00a0
\n<\/h2>\n\n\tBilingualism Accentuates Children\u2019s Conversational Understanding<\/strong>
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https:\/\/journals.plos.org\/plosone\/article?id=10.1371\/journal.pone.0009004<\/a>\u00a0\n<\/p>\n\n
\n\tLearning from the Latvian Experience of Bilingual Education\u00a0\u00a0<\/strong>
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