John Evar Strid

The Effect of Phonological Structure on Visual Word Access in Monolinguals and Bilinguals John Evar Strid This dissertation examines how phonological and orthographic differences between languages affect visual word access by studying children and adult Spanish/English bilinguals and monolinguals. The first two experiments examined if visual word access varies crosslinguistically by studying Spanish/English adult bilinguals, priming two syllable CVCV words both within (Experiment 1) and across (Experiment 2) syllable boundaries in the two languages. Spanish readers accessed more first syllables based on within syllable primes compared to English readers. In contrast, syllable based primes helped English readers recognize more words than in Spanish, suggesting that experienced English readers activate a larger unit in the initial stages of word recognition. Primes spanning the syllable boundary affected readers of both languages in similar ways. In this priming context, primes that d...

In this article, we provide seven strategies that support elementary and middle school ELs’ engagement in reading while keeping in mind the importance of bilingual literacy in the classroom. While many of these strategies are well known in most classrooms in the United States, we provide ideas for enhancing these practices in a way that nourishes ELs’ native languages to build on and support their literacy learning in English. These bilingual literacy practices can be implemented by English monolingual and dual language teachers alike and can positively impact ELs’ learning of both languages while boosting their engagement in the classroom.

The purpose of this study was to determine the politeness strategies used by teachers when teaching English in coeducational classrooms and the impact of these strategies on students. We focused on analyzing teachers' verbal perceptions of off-record politeness and explained the implications of politeness as found in two English lesson recordings. Researchers employed targeted selection and informative qualitative studies to obtain data. Data were collected through interviews and observations. Researchers transcribed the conversation and applied the theory of Brown and Levinson to analyze it. The subjects of this study were high school English teachers in South Sulawesi. Researchers observed classrooms by recording teacher activity and analyzing it using The theory of etiquette techniques by Brown and Levinson. Consequently, the effects on students in learning are motivation, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the tea...

Most teacher candidates have little experience with learning other languages. They therefore become cogs in the assimilationist machine that causes immigrants to lose native languages and become monolingual in English (Rumbaut, Massey, & Bean, 2006). In a time of devaluing immigrants (and their languages) and failure on the part of most Americans to learn other languages, educators need to focus on the role of other languages in promoting multicultural understanding and to increase language learning in the US. This chapter examines bilingual teacher candidates' experiences with language learning. For four years, students studying for ESL/bilingual licensure were asked to rate their language abilities, finding that 30% rated themselves as bilingual, with 70.43% of bilinguals describing themselves as heritage speakers. The authors report the overall findings as well as the bilingual heritage speaker candidates' own words on their experiences with language learning and maintain...

This book examines how phonological and orthographic differences between languages affect visual word access by studying children and adult Spanish/English bilinguals and monolinguals. The first two experiments examined if visual word access varies cross-linguistically by studying Spanish/English adult bilinguals, priming two syllable CVCV words both within (Experiment 1) and across (Experiment 2) syllable boundaries in the two languages. Spanish readers accessed more first syllables based on within syllable primes compared to English readers. In contrast, syllable based primes helped English readers recognize more words than in Spanish, suggesting that experienced English readers activate a larger unit in the initial stages of word recognition. Primes spanning the syllable boundary affected readers of both languages in similar ways. In this priming context, primes that did not span the syllable boundary helped Spanish readers recognize more syllables, while English readers identifi...

Four and five-year-old children, however, systematically rejected the inverse scope readings (3a/4a) of the quantificational expressions t w o birds/every horse in favor of the surface scope readings (3b/4b). We can refer to this result as “the isomorphism effect”: children, unlike adults, assign relative scope to negation and quantified NPs on the basis of their surface positions. Thus, although adults are aware of the imperfect mapping between surface syntactic structure and semantic structure, children seem to rely more heavily on the surface structure in assigning a semantic representation. An important question left open by these studies is why children differ from adults with respect to their ability to assign inverse scope. Why do children initially fail to assign inverse scope to ambiguous sentences containing a quantifier and negation? In principle, two types of explanation are possible. One explanation would hold that until a certain stage in grammatical development,

Resumen: Utilizando el concepto de “transculturación” desarrollado por el antropólogo cubano Fernando Ortiz, este ensayo examina la novela No todas las suecas son rubias del escritor puertorriqueño, Manuel Abreu Adorno. La transculturación explica la mezcla que ocurre cuando culturas diferentes entran en contacto, algo que es muy común en la cultura latinoamericana. La mixtura cultural ha sido común en las Américas con la inmigración de pueblos de muchos orígenes diferentes mezclando sus culturas juntas y con la cultura de las poblaciones indígenas. La transculturación es importante en la narrativa de Abreu Adorno, porque su obra siempre tiene la cultura como un tema fundamental, típicamente utilizando una abundancia de referencias culturales a la cultural global y local, incluyendo ejemplos de cultura popular y alta. Además, en su novela, Abreu Adorno considera directamente la mezcla entre personas de orígenes culturales diferentes, examinando la adaptación cultural de las personas implicadas en el intercambio o el proceso de transculturación mientras que está pasando. En general, su examinación del proceso de transculturación apoya el concepto de Ortiz, pero con las revisiones propuestas por Ángel Rama y por Raúl Fornet-Betancourt que dicen que los individuos tienen la capacidad de seleccionar en el proceso de transculturación. La novela de Abreu Adorno muestra que las personas implicadas tienen límites en su capacidad de adaptar a las diferencias culturales, mientras que ellas desarrollan una síntesis transcultural de las culturas en contacto. Abstract: Using the concept of “transculturation” developed by the Cuban anthropologist Fernando Ortiz, this essay examines No todas las suecas son rubias by the Puerto Rican writer, Manuel Abreu Adorno. Transculturation explains the mixing that takes place when different cultures come into contact with one another, something that is very common in Latin American culture. Cultural mixing has been common in the Americas with the immigration of people from many backgrounds mixing their cultures with each other and the cultures of the native populations. Transculturation is important in the narrative of Abreu Adorno, whose work always has culture as a major theme, typically using a flood of cultural references to global and local culture, including examples of both popular and high culture. In addition, in his novel Abreu Adorno directly considers the mixing of people of different cultural backgrounds, examining the cultural adaption of the people involved in the exchange or the process of transculturation as it occurs. In general, his examination of the process of transculturation supports Ortiz’s concept, but with the revisions proposed by Ángel Rama and Raúl Fornet-Betancourt that say that individuals have the ability to be selective in the process of transculturation. Abreu Adorno’s novel shows that the people involved have limits in their ability to adapt to cultural differences, even while they develop a transcultural synthesis of the cultures in contact.

Most teacher candidates have little experience with learning other languages. They therefore become cogs in the assimilationist machine that causes immigrants to lose native languages and become monolingual in English (Rumbaut, Massey, & Bean, 2006). In a time of devaluing immigrants (and their languages) and failure on the part of most Americans to learn other languages, educators need to focus on the role of other languages in promoting multicultural understanding and to increase language learning in the US. This chapter examines bilingual teacher candidates' experiences with language learning. For four years, students studying for ESL/bilingual licensure were asked to rate their language abilities, finding that 30% rated themselves as bilingual, with 70.43% of bilinguals describing themselves as heritage speakers. The authors report the overall findings as well as the bilingual heritage speaker candidates' own words on their experiences with language learning and maintain...

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ ap...

In language conferences, student papers, some linguistics textbooks, and wider culture, the critical period hypothesis is presented as factual despite still being fiercely debated in academic literature. The widespread popular acceptance of the hypothesis contrasts with a sharp debate and criticism of it in academic literature (Muñoz & Singleton, 2011; Ortega, 2009). This article considers the basis of the hypothesis, a concept from biology that describes a species-wide acquisition window for a trait that affects every member of the species and ends in a relatively abrupt manner (Knudson, 2004). After a critical period passes, a member of the affected species has little or no hope of acquiring a trait, as if the window were permanently sealed. The article then discusses the evidence for and against the hypothesis from additional and native language acquisition, ultimately concluding that evidence best supports a sensitive period within the first 2 years of life (Muñoz & Singleton, 2011). Discussion then turns to what factors determine success in language learning, with consideration of how teachers can best support their students of all ages and how to change popular acceptance of the hypothesis and its inhibition of language learning.

Resumen Muchos críticos han considerado las influencias que tuvo Luis Zapata al escribir El vampiro de la colonia Roma (1979), tales como el género picaresco, el naturalismo y el beat norteamericano, pero ninguno ha examinado los enlaces que la novela tiene con la teoría de diferencia sexual. Por esta razón, este ensayo toma los principios desarrollados por Judith Butler en su libro Gender Trouble: Feminism and the Subversion of Identity (1990) y los aplica a la novela de Zapata. Varios aspectos de la novela tienen correspondencia con la teoría de Butler en relación a la característica performativa del género, pues en ella varios personajes interpretan papeles en sus representaciones de género. Esta relación con la teoría de Butler es lógica porque Zapata se inspiró también en la comunidad homosexual cuando escribió la novela, aunque once años antes de las ideas propuestas por la teórica estadounidense. Palabras clave: literatura mexicana, literatura gay, teoría queer, estudios del género, estudios subalternos. the interpretation of gender in El vampiro dE la colonia roma Abstract Different critics have described the many influences that inspired Luis Zapata when he wrote El vampiro de la Colonia Roma (1979), including such literary genres like the Picaresque, Naturalism and the Beat, but none have looked at the connections that the novel has with queer theory. Therefore, this essay takes the principles developed by Judith Butler in her book Gender Trouble: Feminism and the Subversion of Identity (1990) and applies them to Zapata's novel. Many aspects of the novel correspond with Butler's theory, and support her thesis about the performative nature of gender since many characters perform roles in their gender presentation. The close relationship with Butler's theory makes sense because Zapata also took inspiration from the gay community when he wrote the novel, eleven years before the publication of the ideas proposed by the American theoretician.

Resumen: Utilizando el concepto de “transculturación” desarrollado por el antropólogo cubano Fernando Ortiz, este ensayo examina la novela No todas las suecas son rubias del escritor puertorriqueño, Manuel Abreu Adorno. La transculturación explica la mezcla que ocurre cuando culturas diferentes entran en contacto, algo que es muy común en la cultura latinoamericana. La mixtura cultural ha sido común en las Américas con la inmigración de pueblos de muchos orígenes diferentes mezclando sus culturas juntas y con la cultura de las poblaciones indígenas. La transculturación es importante en la narrativa de Abreu Adorno, porque su obra siempre tiene la cultura como un tema fundamental, típicamente utilizando una abundancia de referencias culturales a la cultural global y local, incluyendo ejemplos de cultura popular y alta. Además, en su novela, Abreu Adorno considera directamente la mezcla entre personas de orígenes culturales diferentes, examinando la adaptación cultural de las personas implicadas en el intercambio o el proceso de transculturación mientras que está pasando. En general, su examinación del proceso de transculturación apoya el concepto de Ortiz, pero con las revisiones propuestas por Ángel Rama y por Raúl Fornet-Betancourt que dicen que los individuos tienen la capacidad de seleccionar en el proceso de transculturación. La novela de Abreu Adorno muestra que las personas implicadas tienen límites en su capacidad de adaptar a las diferencias culturales, mientras que ellas desarrollan una síntesis transcultural de las culturas en contacto.

Abstract: Using the concept of “transculturation” developed by the Cuban anthropologist Fernando Ortiz, this essay examines No todas las suecas son rubias by the Puerto Rican writer, Manuel Abreu Adorno. Transculturation explains the mixing that takes place when different cultures come into contact with one another, something that is very common in Latin American culture. Cultural mixing has been common in the Americas with the immigration of people from many backgrounds mixing their cultures with each other and the cultures of the native populations. Transculturation is important in the narrative of Abreu Adorno, whose work always has culture as a major theme, typically using a flood of cultural references to global and local culture, including examples of both popular and high culture. In addition, in his novel Abreu Adorno directly considers the mixing of people of different cultural backgrounds, examining the cultural adaption of the people involved in the exchange or the process of transculturation as it occurs. In general, his examination of the process of transculturation supports Ortiz’s concept, but with the revisions proposed by Ángel Rama and Raúl Fornet-Betancourt that say that individuals have the ability to be selective in the process of transculturation. Abreu Adorno’s novel shows that the people involved have limits in their ability to adapt to cultural differences, even while they develop a transcultural synthesis of the cultures in contact.

Based on previous research suggests that programs which are more supportive of English learners’ (ELs) native
language help them better acquire academic language and skills and that additional cognitive development allows
more linguistically complex writing, this research study examines compositions of three groups of 15 5th grade
students, including one group of non-ELs and two groups of ELs enrolled in different types of programs for ELs in
order to determine the linguistic complexity of their writing. The research found that ELs who were in a program
more supportive of their home language wrote longer and more linguistically complex essays than those who were
not and even showed signs of writing longer and more linguistically complex essays than non-ELs.

In language conferences, student papers, some linguistics textbooks, and wider culture, the critical period hypothesis is presented as factual despite still being fiercely debated in academic literature. The widespread popular acceptance of the hypothesis contrasts with a sharp debate and criticism of it in academic literature (Muñoz & Singleton, 2011; Ortega, 2009). This article considers the basis of the hypothesis, a concept from biology that describes a species-wide acquisition window for a trait that affects every member of the species and ends in a relatively abrupt manner (Knudson, 2004). After a critical period passes, a member of the affected species has little or no hope of acquiring a trait, as if the window were permanently sealed. The article then discusses the evidence for and against the hypothesis from additional and native language acquisition, ultimately concluding that evidence best supports a sensitive period within the first 2 years of life (Muñoz & Singleton, 2011). Discussion then turns to what factors determine success in language learning, with consideration of how teachers can best support their students of all ages and how to change popular acceptance of the hypothesis and its inhibition of language learning.