We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instr...

Studying and applying English as a foreign language in Kurdistan Region has been used academic non-academic fields. The use of the first (L1) Learning nation where it is not primary known (EFL). For instance, since isn't Nation's official language, students Iraq studying are categorized EFL students. Sessions source ongoing debate among professionals academics throughout globe, especially wheth...

In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed in a way so as to equip learners with an intimate knowledge of the target language culture, and that la...

The revised hierarchical model of bilingualism (e.g., Kroll & Stewart, 1994) assumes that second language (L2) words primarily access semantics through their first language (L1) translation equivalents. Consequently, backward translation from L2 to L1 should not imply semantic access but occurs through lexical wordform associations. However, recent research with Dutch-French bilinguals showed t...

In recent studies by Goad & White (2004, 2006a, in press) the acquisition of articles (the/a) by second language (L2) learners of English have been investigated. They claim that L2 learners from article-less languages such as Turkish and Chinese will have difficulty in prosodically representing articles in spoken production due to first language (L1) prosodic transfer i.e. no prosodic structure...

There is insufficient rigorous research examining which features of EFL/ESL learners’ writing can be improved through their awareness/knowledge of collocation. This study, therefore, addressed this issue and examined the effect of this awareness on Iranian EFL learners’ writing performance with respect to the specific features of each writing sub-component (i.e., content, organization, vocabula...

Abstract Despite the extensive research on translanguaging in bi/multilingual classrooms, context of first language (L1) classrooms remains scarce. This study fills gap by examining how a space was created an L1 classroom to prepare students inhabit world with different linguistic and cultural practices. The data were based ethnographic project first-grade English Language Arts U.S. Multimodal ...

This paper investigates to what extent child second language (L2) acquisition is similar to first language (L1) acquisition. The focus is on the nature of root infinitives (RIs) produced by children, namely root declarative clauses whose main verb is either a past participle or an infinitive, whereas a finite form is required in the target language (e.g. papa partir 'daddy leave-INF' instead of...

INTRODUCTION AND METHOD This paper presents a corpus of sentence level eye movement parameters for unbalanced bilingual first language (L1) and second-language (L2) reading and monolingual reading of a complete novel (56 000 words). We present important sentence-level basic eye movement parameters of both bilingual and monolingual natural reading extracted from this large data corpus. RESULTS...