dc.contributor.author | Antón Ustaritz, Eneko | |
dc.contributor.author | Thierry, Guillaume | |
dc.contributor.author | Goborov, Alexander | |
dc.contributor.author | Anasagasti Aguirre, Jon ![ORCID](/themes/Mirage2//images/orcid_16x16.png) | |
dc.contributor.author | Duñabeitia, Jon Andoni | |
dc.date.accessioned | 2017-02-24T10:47:08Z | |
dc.date.available | 2017-02-24T10:47:08Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Antón, E., Thierry, G., Goborov, A., Anasagasti, J. and Duñabeitia, J. A. (2016), Testing Bilingual Educational Methods: A Plea to End the Language-Mixing Taboo. Language Learning, 66: 29–50. doi:10.1111/lang.12173 | es |
dc.identifier.issn | 0023-8333 | |
dc.identifier.uri | http://hdl.handle.net/10810/20818 | |
dc.description | Issue online: 21 November 2016 | es |
dc.description.abstract | Language mixing in a given class is often avoided in bilingual education because
of the generally held belief that one subject should be taught in only one language
and one person should stick to one language in order to minimize confusion. Here,
we compared the effects of mixing two languages and monolingual functioning on
memory performance in immediate recall as a proxy for comprehension and attention
during learning. In Experiment 1, nonbalanced bilingual youngsters were provided with
definition pairs introducing familiar objects in a single-language context (SLC) or in a
mixed-language context (MLC). After each definition block, participants were asked to
identify previously introduced objects presented among a stream of Old and New items.
In Experiment 2, the same speaker produced the two definitions in the mixed-language
context, thus violating the second principle introduced above. In both experiments we
found no advantage for the SLC over the MLC of exposure. | es |
dc.description.sponsorship | This research has been partially funded by grants PSI2015-65689-P and SEV-2015-0490 from the Spanish Government, PI2015-1-27 from the Basque Government, ERC-AdG-295362 from the European Research Council, and by the AThEME project funded by the European Union (grant number 613465). | es |
dc.language.iso | eng | es |
dc.publisher | Language Learning | es |
dc.relation | info:eu-repo/grantAgreement/MINECO/PSI2015-65689-P | |
dc.relation | info:eu-repo/grantAgreement/MINECO/SEV-2015-0490 | |
dc.relation | info:eu-repo/grantAgreement/EC/H2020/ERC-2011-ADG-295362 | |
dc.relation | info:eu-repo/grantAgreement/EC/SFP7/FP-SSH-2013-1/613465 | |
dc.rights | info:eu-repo/semantics/openAccess | es |
dc.subject | bilingualism | es |
dc.subject | bilingual education | es |
dc.subject | code switching | es |
dc.subject | language mixing | es |
dc.title | Testing Bilingual Educational Methods: A Plea to End the Language-Mixing Taboo | es |
dc.type | info:eu-repo/semantics/article | es |
dc.rights.holder | © 2016 Language Learning Research Club, University of Michigan | es |
dc.relation.publisherversion | http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-9922 | es |
dc.identifier.doi | 10.1111/lang.12173 | |
dc.subject.categoria | EDUCATION AND EDUCATIONAL RESEARCH | |
dc.subject.categoria | LANGUAGE AND LINGUISTICS | |
dc.subject.categoria | LINGUISTICS | |