The study analyzed language switching in bilingual psychotherapy and its impact on therapeutic alliance. 134 psychotherapy clients in the Netherlands participated in an online survey which included...Show moreThe study analyzed language switching in bilingual psychotherapy and its impact on therapeutic alliance. 134 psychotherapy clients in the Netherlands participated in an online survey which included the California Psychotherapy Alliance Scales - Patient Version and language-related questions. Analyses of Variances and Multiple Regression Analyses were conducted to investigate the effects. The findings indicate no significant correlation between language switching by the client and therapeutic alliance, but language switching by the therapist was associated with lower scores on the Patient Working Capacity (PWC) subscale. Discussing language switching was also negatively associated with the PWC and the Therapists' Understanding and Involvement (TUI) subscales. Language switching due to language barriers (dominant to non-dominant) and to distance oneself (non-dominant to dominant) were associated with lower alliance scores. Excluding Dutch-dominant psychotherapy clients, only the associated negative contribution of language switching to distance oneself remained significant. The findings highlight the complexity and universality of language switching and the importance of linguistic awareness among practitioners, particularly regarding the challenges of language barriers and their adverse effect on therapeutic alliance. Aiming to contribute to the evolving field of bilingual and multicultural psychotherapy, this study’s findings and limitations inspire future research on a linguistic technique yet not fully understood.Show less
This study investigates language use and code switching (CS) in parliamentary sessions of the People’s Council of Representatives in Aceh, Indonesia. Three recordings of plenary sessions of the...Show moreThis study investigates language use and code switching (CS) in parliamentary sessions of the People’s Council of Representatives in Aceh, Indonesia. Three recordings of plenary sessions of the Council were transcribed and used as data sources for the research. The study used transcriptions to obtain frequency and syntactic constructions and interviews with speakers of Acehnese to obtain social functions and perceived attitudes toward CS. It was found that the use of Acehnese relative to Indonesian and other languages in the parliamentary was 26.5% in terms of word count and 3.3% in terms of continuous speech duration and furthermore could be classified as CS wherein Acehnese served either as Matrix and Embedded Language based on Matrix Language Framework (MLF – Myers-Scotton and Jake, 2009). The CS were mostly intersentential in both direction and extrasentential CS were found only from Indonesian to Acehnese. In addition, the CS mainly functioned as a manner of quotation and interlocutor addressing. This study contributed to a better understanding of language and code switching in politically-motivated settings in Aceh or other multilingual regions in Indonesia. Future research in this area could focus on the intellectual and political factors underlying deliberate code switching.Show less
Research master thesis | Linguistics (research) (MA)
open access
2024-01-31T00:00:00Z
The existence of a bilingual advantage in cognitive processing is a popular research topic and is heavily debated. A seminal study by Kovács and Mehler (2009) provided evidence that there is a...Show moreThe existence of a bilingual advantage in cognitive processing is a popular research topic and is heavily debated. A seminal study by Kovács and Mehler (2009) provided evidence that there is a bilingual advantage in 7-month-old pre-verbal infants in a switching task, although replication findings are inconsistent (Dal Ben et al., 2022; D’Souza et al., 2020; Kalashnikova et al., 2021; Spit et al., 2023). Measuring the pupil dilation response (PDR), a physiological measurement linked to the locus coeruleus (LC) and as such, to cognitive processing load, could give us a more direct look into whether 7-month-old bilingual infants indeed have a cognitive advantage compared to monolinguals. For this pilot study, additional pupil size measurements were taken in the Leiden arm of the replication effort of Spit et al. (2023) to examine whether bilinguals have a smaller PDR from baseline. After hearing a syllable pattern (AAB or ABB) the infants had to predict on which side a visual reward appeared. The reward side would be the same for the first nine trials in the pre-switch block. The next nine trials had the other syllable pattern and the reward on the other side in the post-switch block. Finally, the last 18 trials mixed both syllable patterns, retaining their associated reward side. The results suggest no difference in cognitive load between the monolingual and bilingual groups when they needed to relearn to predict the target reward side in the post-switch block, nor was there a difference in mean PDR in the association block. This is in line with the results found in Spit et al. (2023) where anticipatory looking behaviour was examined. However, an exploratory analysis suggested there was a significantly larger PDR in monolinguals during stimulus presentation in the pre-switch block compared to the post-switch block, indicating monolinguals had a higher processing load in the first block of the experiment. The implications of this are unclear, but might be explained by an effect related to the unfamiliarity of the task stimuli seen in monolinguals only due to different attentional strategies between the groups. Future research should be done with larger sample sizes and more sophisticated statistical modelling.Show less
The aim of this thesis was to determine whether Polish-Dutch bilinguals benefit from knowing a second language when learning to assign stress to English words. Specifically, the research targeted...Show moreThe aim of this thesis was to determine whether Polish-Dutch bilinguals benefit from knowing a second language when learning to assign stress to English words. Specifically, the research targeted children who were learning English in Dutch primary education, aged 10 to 12 years old. Earlier research on second language acquisition shows that because of language transfer, knowing an extra language is beneficial for learning a new language (Bartolotti & Marian 2016, Ellis 2015, Schwartz 2015). To find out if the bilingual children did better or worse in assigning stress to English words than monolingual Dutch children, a survey was carried out as a small pilot study on three participants. Here, the participants had to pronounce fifteen words from a word list. Next, the number of words where the participants had assigned stress correctly or incorrectly were counted and presented in different tables. This showed that although the overall performance of the Polish-Dutch bilingual participant was not better than that of the monolingual Dutch participants, the bilingual participant did significantly better in assigning stress to the English words that receive penultimate stress.Show less
Speaking, reading, writing and understanding two languages – better known as bilingualism – has been a common trait among people that live in countries with two national languages (e.g., Dutch and...Show moreSpeaking, reading, writing and understanding two languages – better known as bilingualism – has been a common trait among people that live in countries with two national languages (e.g., Dutch and French in Belgium). Today, bilingualism is an increasingly common phenomenon due to globalization, growing transnational migration and open borders (Abutalebi & Weekes, 2014). From an academic perspective, bilingualism has become an emerging topic in the field of (psycho)linguistics. Over the past decades, researchers have been focused on examining language processing mechanisms in bilinguals as opposed to monolinguals (e.g., Blumenfeld & Marian, 2011; Bialystok et al., 2008). A rationale for this, is that the presence of two languages provide us more detailed language and cognitive models, which in turn inform our understanding of how languages work and vice versa (Kroll et al., 2012). An important insight in bilingual language processing, for example, is that both languages are simultaneously active, independently of the language of the task (e.g., Colomé & Miozzo, 2010; Hermans et al., 2011). This parallel activation results in competition between the two languages (linguistic interference), which suggests that bilinguals can supress (inhibitory control) the irrelevant language (e.g., Hermans et al., 2011; Marian & Spivey, 2003). A growing body of research found evidence that early bilinguals (i.e., earlyage bilingual acquisition) have stronger inhibitory control skills compared to monolinguals (e.g., Blumenfeld & Marian, 2011; Bialystok et al., 2008). However, much less research has been done on task performance in late language learners (i.e., learning a new language after native language acquisition and at an older age). Early bilinguals, who constantly have to control interference from two competing languages and have done so their whole life, differ a great deal from late language learners, who have done so less than early bilinguals as they are still in the middle of the process of learning a new language (Festman and Münte, 2012). 3 In the present study, I aimed to shed light on linguistic interference and inhibitory control processes in late language learners. In the following sections, I will first discuss early versus late bilingualism and how both groups are reflected in different models of bilingual processing. Then, I will explain bilingualism in light of parallel activity, linguistic interference, inhibitory control and Stroop performance. Next, I will outline the current study and research questions, after which the methodology is presented. Lastly, I will reveal the results, elaborate on implications for the present study, discuss suggestions for future research and give a small conclusion.Show less
This thesis will test the hypothesis that Turkish- Dutch teenagers and Dutch English as a second learner teenagers, code-switch back to their first language, Turkish or Dutch when they are...Show moreThis thesis will test the hypothesis that Turkish- Dutch teenagers and Dutch English as a second learner teenagers, code-switch back to their first language, Turkish or Dutch when they are expressing the emotions ‘anger’ and ‘happiness’ in Dutch (second language for the Turkish-Dutch teenagers) or English (second language for the Turkish- Dutch teenagers, but third language for the Turkish- Dutch teenagers). According to scholars like Dewaele and Pavlenko among others, the first language is more encoded in the bilingual’s memory and that the first language feels more vivid and natural to the bilingual participant or the second language learner, therefore they codeswitch back to their first language when they are expressing strong emotions such as ‘anger’(Dewaele 119). However, there are also participants from Pavlenko’s study who claim to express their emotions in their second language, because it is the language of self-control. In order to test the hypothesis, 16 Turkish- Dutch participants and 16 Dutch participants, who varied between the ages twelve till twenty-one, had to fill in a survey, which contains questions about language exposure and language use. The survey also contains indirect questions about social- economic status. After the survey the participants were asked to do a role-play in either Dutch or English. They were randomly given a cartoon, which contains animals who were either best friends or complete strangers to each other, the cartoon had either a good end or unhappy end. The participants were audio-recorded and these audio recordings were transcribed word for word. Later on, they received a qualitrics link to fill in a final survey for a follow up study. The results of the survey, transcribed conversations and the follow up study were analysed on the base of sex, age, and ethnicity. Due to the experimental setting, the hypothesis could not be confirmed.Show less
Research master thesis | Linguistics (research) (MA)
closed access
It has often been found that bilingualism has a negative effect on children’s nonword repetition (NWR) performance (e.g., Kohnert et al., 2006; Windsor et al., 2010; Engel, 2011). There are two...Show moreIt has often been found that bilingualism has a negative effect on children’s nonword repetition (NWR) performance (e.g., Kohnert et al., 2006; Windsor et al., 2010; Engel, 2011). There are two types of NWR tasks: language-specific tasks based on the phonology of a specific language and tasks based on a more universal phonology. Previous studies have found some evidence of phonological transfer in bilingual children on language-specific NWR tasks (see Lee & Gorman, 2013; Sorenson Duncan & Paradis, 2016). Performance on a quasi-universal task relies less on language-specific knowledge. Therefore, we would expect less phonological transfer in this task. The present study extends previous research by comparing 22 monolingual and 81 bilingual children (aged 2-4) on two NWR tasks: a language-specific task based on the phonology of Dutch and a task based on a quasi-universal phonology. The present study examines the effects of bilingualism on performance and error patterns in the two NWR tasks. This study also aims to discover whether the additional errors made by bilingual children on either task can be explained by phonological transfer. The most important finding was that there are clear differences between the performance and error patterns of the two groups of children. Bilingual children produce more errors in general, and particularly more vowel substitutions and omission errors. Some of the additional errors produced by bilingual children may indeed be attributed to phonological transfer, but only on the language-specific NWR task. This highlights the benefits of using a quasi-universal NWR task in the assessment of bilingual children.Show less
This thesis focuses on gender-assignment strategies in Spanish-English mixed nominal constructions in which nouns come from English and determiners come from Spanish. Spanish has gender-agreement...Show moreThis thesis focuses on gender-assignment strategies in Spanish-English mixed nominal constructions in which nouns come from English and determiners come from Spanish. Spanish has gender-agreement for determiners (el/los/uno/estos for masculine, la/las/una/estas for feminine gender), as well as also other types of agreement, for instance with adjectives. English does not possess gender-agreement in the least. This conflict site where grammars of the two languages have conflicting rules, is therefore interesting to examine. Previous studies report that bilingual speakers use different strategies when assigning gender-agreement in code-switched Determiner Phrases (DPs) where the determiner comes from a gender-carrying language and the noun from a language without gender. Valdés Kroff, in his study (2016) found evidence in favour of the default strategy proposed earlier by Poplack, Pausada & Sankoff (1982). He examined mixed DPs in the Bangor Miami Corpus. He found that Spanish determiners were almost all masculine gendered and used as a default. A second strategy proposed by Liceras et al. (2008) suggests that translation equivalent of the noun will determine the gender of the Spanish determiner in Spanish-English bilingual speech. A third possible strategy, found by Parafita Couto et al. (2016), is that the gender-assignment in Basque-Spanish language pair is determined by a phonological cue. This means that nouns ending on-a, mostly trigger the Spanish feminine la determiner in mixed DPs. The aim of the present study is to determine which of these strategies are mostly used in each community and to look if, and how, these communities differ. The bilingual speech production of 104 participants were examined through a Map Task, across four Spanish-English communities: Pennsylvania State University (PSU) (USA), San Juan, (Puerto Rico, USA), El Paso (Texas, USA) and Granada (Spain)). Results showed, that in bilingual DPs, Spanish masculine determiner occurred more frequently as a default strategy, than the analogical strategy in both San Juan and PSU. Interestingly, in Granada and El Paso, both the default and the translation equivalent strategies are almost equally used. In conclusion, these bilingual communities with the same language pair, have different strategies for gender-assignment in bilingual DPs. As suggested by Valdés Kroff (2016), this can be explained by specific community norms that result in linguistic variation across communities.Show less
This study explores the influence of bilingualism on the process of educational third language acquisition (TLA) among adolescents who have previously acquired proficiency a second language. Within...Show moreThis study explores the influence of bilingualism on the process of educational third language acquisition (TLA) among adolescents who have previously acquired proficiency a second language. Within contemporary research, it is frequently suggested that bilingualism positively influences the process of TLA, since bilinguals are familiar with language processing strategies and have almost certainly developed multicompetence (Cenoz, 2003; De la Fuente & Lacroix, 2015; Ter Kuile, Veldhuis, Van Veen, & Wicherts, 2011). This study takes into consideration the concept of ‘focus on multilingualism’, which emphasizes the multilingual speaker, their whole linguistic repertoire, and the social context when analyzing TLA (Cenoz, 2013). In order to examine whether previous acquired linguistic knowledge by bilinguals benefits the process of TLA within an educational setting, a survey was conducted among 29 bilingual students who are currently acquiring Korean as an additional language at Leiden University. The results obtained from the surveys are divided into three groups, based on in which stage in life the respective students have acquired proficiency in their additional language. The conducted survey consists of 20 questions regarding the students’ perspectives towards the effect of their age-specific bilingualism on their process of acquiring Korean as a L3, in terms of learning grammar, pronunciation and words. The data obtained from this study demonstrates three unexpected findings, which have not been previously indicated within the research field of TLA and bilingualism. Firstly, students who acquired proficiency in a second language before the age of 10 are more positive about the influence of bilingualism on acquiring the appropriate pronunciation in the process of TLA, than about the impact of bilingualism on learning grammatical structures. Secondly, speakers of at least one non-Germanic language were more positive about the influence of bilingualism on learning grammar and pronunciation, as opposed to speakers of only Germanic languages. Thirdly, students who have been exposed to two or more languages between birth and the age of 4 are the most positive about the influence of bilingualism on learning words. This study argues that early bilinguals are more likely to demonstrate cross-linguistic influence between their acquired languages, causing them to be more positive about the experience of learning an additional language. Subsequently, this study suggests that the process of cross-linguistic influence between two typologically different languages is likely to positively influence student’s perspectives on learning an additional typologically different language. Finally, this study proposes that speakers of bilingual FLA are positive about the influence of their bilingualism on learning words, since they perceive their prior linguistic knowledge as the necessary experience to accomplish proficiency in an additional language.Show less
This apparent-time study examines generational phonetic change in the Finland-Swedish community, occurring as a result of increased contact with the Finnish majority language. Finland-Swedish is a...Show moreThis apparent-time study examines generational phonetic change in the Finland-Swedish community, occurring as a result of increased contact with the Finnish majority language. Finland-Swedish is a variety of Swedish that is spoken as a first language by approximately 300,000 people in Finland, while also retaining a status as an official national language alongside Finnish (Hult & Pietikäinen 2014: 4). In the past Finnish and Swedish were largely spoken in different regions and culturally distinct communities. However, lately the Finnish society has become more linguistically mixed, causing the Finnish language to have a larger impact on the lives and language of Finland-Swedish speakers. Using acoustic analysis of formants, the study explores whether Finland-Swedish vowel production in young highly proficient bilingual speakers is undergoing change due to influence from Finnish. The project focuses on the Swedish open-mid front rounded vowel [œ], a more open allophone of [ø] that only occurs before /r/ (Riad 2014: 38; Leinonen 2011: 78). Sample tokens for [ø] and [œ] in different phonological contexts were collected through recordings of photo-elicited interviews from several consecutive generations of bilingual Finland-Swedish speakers. Measuring the first and second formants of the samples, the study examines the phonological differences between the older and younger generations of speakers. The measurements showed that while older-generation late bilingual speakers produced distinct formant values for both allophones, younger native and early bilingual speakers demonstrated more variation in their abilities to differentiate between the allophones in production. Additionally, a survey investigating the perception of [œ] and [ø] in Finland-Swedish suggested that native bilingual Finnish and Finland-Swedish participants were less accurate in matching allophones to target words than monolingual Finland-Swedish participants. The results of both the acoustic analysis and the survey suggest that input from Finnish may affect the perception and production of allophones [œ] and [ø] in the spoken Swedish of native and early bilingual Finland-Swedish speakers.Show less
Research master thesis | Linguistics (research) (MA)
closed access
Bilingual adults are faster at reading cognates than non-cognates in both their first (L1) (Van Assche et al., 2009) and second language (L2) (Duyck et al., 2007). This cognate effect has been...Show moreBilingual adults are faster at reading cognates than non-cognates in both their first (L1) (Van Assche et al., 2009) and second language (L2) (Duyck et al., 2007). This cognate effect has been shown to be gradual in the L1: recognition was facilitated when words had higher degrees of cross-lingual similarity (Van Assche et al., 2009). Many studies on bilingual language processing have used this effect to indicate a co-activation of lexical representations in two languages. Recent research has shown that the gradual cognate facilitation effect can also be found in bilingual children’s receptive vocabulary (Bosma et al., 2016). However, it is still unknown to what extent it can be found in bilingual children’s reading. The aim of the present study was to investigate whether cognate facilitation can also be observed in bilingual children’s reading. To answer this question, Frisian-Dutch bilinguals (n = 18) between 9 and 12 years old performed a reading task in both of their languages. All children had Dutch as their dominant reading language, but most of them spoke mainly Frisian at home. Identical cognates (e.g., boek-boek ‘book’), non-identical cognates (e.g., beam-boom ‘tree’), and non-cognates (e.g., beppe-oma ‘grandmother’) were presented in a sentence context, and eye-movements were recorded. The results showed a non-gradual cognate facilitation effect in Frisian: identical cognates were read faster than non-identical cognates and non-cognates. In Dutch, however, no cognate facilitation effect could be observed. These results show that bilingual children use their dominant reading language when reading in their non-dominant one.Show less
This thesis examined which pronunciation of the three existing variants of the English swearword fucking, which are FAKKING ([fɑkɪŋ]), FUKKING ([fʏkɪŋ]), or FOKKING ([fɔkɪŋ]), is L1 Dutch speakers’...Show moreThis thesis examined which pronunciation of the three existing variants of the English swearword fucking, which are FAKKING ([fɑkɪŋ]), FUKKING ([fʏkɪŋ]), or FOKKING ([fɔkɪŋ]), is L1 Dutch speakers’ preferred use. In addition to this, this thesis studied which variant is considered most offensive to Dutch speakers. An experiment was conducted in which 50 L1 Dutch speakers were interviewed on these issues. In addition, a smaller second experiment was conducted in which an L1 English speaker was interviewed via email on the offensiveness of the word fucking to a native speaker of English and on their opinion on Dutch speakers using it. The results of the main experiment suggested that the ‘nativeness’ or ‘Dutchness’ of the pronunciation is the main influence on offensiveness ranking, not sound iconicity, which was originally hypothesised to be the main influencing factor.Show less
This thesis investigates the influence of cognates on language switching in Dutch-English bilinguals. The aim of this study is to determine whether language-switch direction and a bilingual’s L2...Show moreThis thesis investigates the influence of cognates on language switching in Dutch-English bilinguals. The aim of this study is to determine whether language-switch direction and a bilingual’s L2 proficiency or “L2 background” (i.e. how often participants use English, their L2, outside of an academic context) influence the effect of cognates. Thirty-three Dutch-English bilingual students were divided into four groups based on their L2 (English) proficiency and their “L2 background”. These participants performed a cued language switching task with pictures of both cognate and non-cognate words, which had to be named in English or Dutch in accordance to the color cue. The results of this research show: (1) cognate facilitation from L1 (Dutch) to L2 (English) but only in average proficiency participants; (2) switch direction influences the performance in the experiment, and possibly inhibits switches from L2-L1 but not in combination with cognates; (3) and similarly, the proficiency and the L2 background of the participant may influence the performance, but not the cognate effect as there was not a significant interaction with the trigger variable. This thesis did not find clear evidence for cognate facilitation in both switching directions; there is only a cognate facilitation effect in the average proficiency group switching from Dutch to English. Cognate status did not have a significant interaction with the response time, whereas switch direction did have a significant interaction. This could suggest that switch direction is influences switching performance more than cognate status in L2 learners.Show less
English has become increasingly more important in the field of academics due to the rapid development of global internationalisation. In the Netherlands, English has become the primary medium of...Show moreEnglish has become increasingly more important in the field of academics due to the rapid development of global internationalisation. In the Netherlands, English has become the primary medium of instruction in many postgraduate courses. This study was conducted to investigate the use of spoken Dutch within two postgraduate courses with English as primary medium of instruction (EMI classrooms). It’s aim was provide an insight into the situation and aid in understanding the co-existence of Dutch and English. This research investigated three questions: 1) Is Dutch used in the EMI classroom? 2)What is the function of the use of Dutch and 3) How is the use of language perceived by the students? For this project, data were collected through the observation of lectures and interviews with students. The findings showed that Dutch was used by both lecturers and students, in many different situations (for example, mostly outside of the lecturers and in breaks) and served many different functions (for example as an unofficial medium of instruction, or to appeal for assistance when knowledge was lacked in English) This means that even though English is the primary medium of instruction, this does not mean that is not the only language that is being used. The language situation has become similar to a diglossic situation, in which Dutch and English rather comfortably co-exist.Show less
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