During speech production, bilinguals need to encode target words phonologically before articulation, and the encoding units differ across languages. It remains an open question whether bilinguals employ the encoding unit in their L1 or L2 for phonological encoding. The present study examined the primary unit of phonological encoding in L2 speech production by Mandarin Chinese-English bilinguals with high and low L2 proficiency using the picture-word interference paradigm. Results revealed segmental priming effects with one or two segments and syllabic overlap at varied stimulus onset asynchronies (SOAs), for both groups in their L2 speech production. Additionally, the results demonstrated increasing effects with more overlapping segments for both groups, and the facilitation effects decreased as SOA increased. These results indicate that bilinguals encode English words with the segment as a primary planning unit regardless of their L2 proficiency. The time course of segmental encoding in L2 production is also discussed.

During the past 20 years, the expansion of bilingual education programmes in Spain has generated a situation where the voices of stakeholders frequently go unheard. Accordingly, this paper is a critical review of bilingual programmes within the Spanish context. An analysis has been carried out on stakeholder perceptions, that is, of teachers, students, management teams, and families, as reflected in the literature published between 2014 and 2023. The corpus reviewed consists of 34 papers, ranging from pre-primary to higher education, with a particular focus on stakeholders' perceptions of the implementation of bilingual education in a foreign language (English). In terms of the characteristics of the studies analysed, the predominance of teachers' perceptions over other stakeholders and the scarcity of longitudinal studies and research based on national samples should be noted. The adoption of a more robust methodological design could provide a fuller assessment of the implementation of bilingual education in Spain. Nonetheless, this review highlights the need for specific improvements at each level of education if a more learner-centred approach to teaching is to be achieved. Such improvements could include additional training opportunities, collaboration among teachers, and measures to alleviate the additional workload associated with bilingual education.

This study explores lexical borrowing and loanword nativization from a neuro-cognitive perspective testing bi-dialectal speakers of Standard Chinese and Shanghainese Chinese. We created holistic and morpheme-based cross-dialectal loanwords for auditory sentence processing and compared them with Shanghainese-specific words, code-switches, and pre-existing etymologically related words. Participants rated their acceptance of each word, indicating Shanghainese-specific lexical nativeness. GAM analysis of EEG signals revealed that reduced acceptance correlated with frontal positive shifts in ERPs. Holistic loanwords triggered P300-like shifts associated with form-mismatch, whereas morpheme-based loanwords produced LPC-like shifts, suggesting sentence-level re-analysis, and N400-like early frontal negative shifts, indicating lexical integration challenges. Our results indicate that both lexical acceptance and adaptation strategies are pivotal in the cognitive integration of loanwords, revealing distinct neuropsychological stages and pathways in loanword nativization.

Recognition of a word and its meaning benefits from the sensorimotor information about concepts. However, this phenomenon has been underexplored in second-language (L2) speakers who may rely on more “shallow” representations. Using a megastudy dataset, I investigated how sensorimotor strength affects first-language (L1) and L2 word recognition performance. Bayesian hierarchical regressions revealed that variables associated with physical sensations (interoceptive strength, motor action) and communication experience (head or mouth movement, auditory strength) produced strong effects in both groups. On the other hand, variables associated with concrete objects (visual, haptic experience) and with taste/smell (olfactory, gustatory experience) influenced L1 word recognition performance to a larger extent than in L2. In L2, reliance on semantic information during word recognition was reduced, with stronger effects of lexical variables compared to L1. The findings provide implications for understanding L2 processing mechanisms and demonstrate the usefulness of megastudy datasets in investigating L2 conceptual representations.

Bilinguals use languages strategically and make decisions differently depending on the language context. Here, we explored whether verbal feedback modulates language use and risk-taking in bilinguals engaged in a coin-drawing game that incentivises lying. In the game, participants announced bets in Chinese or English, and feedback on the outcome of the current bet was given in the same language. They selected Chinese over English after receiving positive feedback in Chinese, and no language difference was found when feedback was provided in English. They also tended to take more risks after receiving positive than negative feedback. Furthermore, participants were more likely to switch from one language to the other following negative feedback as compared to positive feedback, and when telling the truth, they were faster after negative than positive feedback. Thus, the language in which bilinguals receive feedback constrains language use, which may have implications for understanding interactions in multilingual communities.

The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discussion and delineate the theoretical base that informs our thinking. This is followed by a perforce perfunctory overview of the current state of things. Next, we outline three research tasks with concrete practical suggestions and guidance on how to operationalise and implement the respective projects. Each task is contextualised in terms of its broader socio-educational embedding and prospective practical-theoretical relevance. The overall aim is to challenge traditional monolingual-grounded notions of language development, promote a dynamic and inclusive multilingual perspective in language learning, teaching and assessment, and contribute to a more informed understanding of multilingualism.

This study tracked the referential production of 25 Japanese-English returnee children for 5 years upon their return to Japan from an English-dominant environment (Mean age = 9.72 at the time of return) and compared their referential strategies to 27 Japanese monolinguals and 27 English monolinguals, age-matched to the returnee’s age at time of return. Returnees used more redundant noun phrases (NPs) in both languages to maintain references compared to monolingual peers. In English, no changes in NP use were noted over time, but increased exposure to English led to fewer redundant NPs when maintaining references. In their native Japanese (L1), returnees used less NPs for maintaining references and more NPs for reintroducing references, indicating improved reference tracking longitudinally. In sum, returnees’ referential production is more sensitive to L1 re-exposure effects than second language (L2) attrition and crucially, increased L2 exposure minimizes redundant referent production among bilingual returnee children.

In recent decades, many eye-tracking studies have demonstrated that both languages of bilingual speakers are activated while processing phonological input in only one. To date, there have been no eye-tracking co-activation studies assessing word recognition among trilinguals. The present research investigates co-activation in all three languages of 48 Russian (Heritage Language)/Hebrew (Societal Language)/English (Third Language) speakers using a trilingual visual world paradigm experiment. The results paint a picture of a highly interactive multilingual lexicon, in line with findings from prior studies on bilingualism. Although accuracy was not affected by competition conditions, reaction times and eye-fixation proportions showed slow-down and distraction in the presence of cross-linguistic competitors, albeit to different extents across the three experiments, evidencing effects of language dominance and acquisition order. This study makes considerable contributions to our understanding of the dynamics of trilingual language processing and discusses findings in the context of existing bilingual processing models.

The ability to understand and speak more than one language (i.e., bilingualism) may provide benefits to preserving social cognition against normal age-related deteriorations. This study examined how variations in bilingual language experience influence theory-of-mind (ToM) understanding in late adulthood. One hundred and five cognitively healthy older adults (Mage = 66.23 years, range = 56–79) and 80 young adults (Mage = 22.03 years, range = 19–30), who were bilingual speakers, completed a ToM task battery, a self-report questionnaire on their language background, and a battery of general cognition assessments. We found an overall age-related decline in ToM, where older adults made more errors in inferring others’ mental states compared with young adults. Importantly, an earlier L2 age of acquisition (L2AoA) predicted better ToM performance among older adults, over and above the effects of age, education, and general cognition. The results suggest that early bilingual acquisition may enhance social cognitive processes during development and contribute to intact ToM abilities in older adult bilinguals.

Collocations, defined as sequences of frequently co-occurring words, show a processing advantage over novel word combinations in both L1 and L2 speakers. This collocation advantage is mainly observed for canonical configurations (e.g., provide information), but collocations can also occur in variation configurations (e.g., provide some of the information). Variation collocations still show a processing advantage in L1 speakers, but generally not in L2 speakers. The present eye-tracking-while-reading experiment investigated word order variation by passivising collocations (e.g., information was provided) in L1 and advanced L2 speakers of English. Altering word order did not eliminate the collocation advantage in either L1 or L2 speakers. The collocation effect was independent of contextual predictability and modulated by L2 proficiency. Results support the view that collocations are stored and retrieved via semantic representation rather than as holistic form chunks and that collocation processing does not qualitatively differ between L1 and advanced L2 speakers.

Bilingual speakers are prompted to remain in a single language, switch between languages, or codeswitch by regulating the concurrent activation of their language systems and adapting to the demands of the communicative context. Unlike studies that compare language switching in bilinguals in distinct interactional and geographical contexts, this study investigates heritage bilinguals who may be required to manage their home and societal languages differently within the course of a day. We examined how this variation affects linguistic and cognitive factors in spoken production. Critically, picture naming in Spanish and English appeared to rely on different mechanisms of cognitive control: greater reliance on proactive control led to decreased performance in Spanish picture naming but increased performance in English. Although convergent with findings that L2-immersed bilinguals prefer proactive control strategies, the findings with heritage bilinguals suggest that recruitment of cognitive control during speech planning is more dynamic than has been previously reported.

Investigating speech fluency has, for a long time, been at the core of second language (L2) studies, as fluency is believed to epitomise successful acquisition of L2, characterise effective communication, elucidate the complex process of acquisition, and predict L2 speakers' proficiency. The significance attributed to fluency in these areas explicates the research attention paid to it over the past decades. An important area of development in this regard is L2 assessment in which fluency is recognised as a key underlying construct of spoken language ability by international language tests (e.g., IELTS, TEEP, APTIS) and language benchmarks (e.g., CEFR). Many high-stakes tests of English and other languages include fluency in their rating scales, with the earliest on record tracing back to the 1930s – the College Board's English Competence Examination (1930) in America. Including fluency as a fundamental aspect of speaking ability in the rating scales, rating descriptors, and rater training materials, either as an independent criterion or combined with others (e.g., delivery), has become common practice in language testing over the past decades. What has made assessment of fluency even more appealing to researchers and test providers in recent years is the objectivity and reliability of its measurement and its compatibility with the technological developments in automated assessment of speaking. Fluency is now largely recognised as a construct that can be efficiently and reliably assessed in automated assessment of spoken language ability and used to predict proficiency (de Jong, 2018*; Ginther et al., 2010*; Kang & Johnson, 2021*; Tavakoli et al., 2023).

This study investigated the neural mechanisms underlying bilingual speech perception of competing phonological representations. A total of 57 participants were recruited, consisting of 30 English monolinguals and 27 Spanish-English bilinguals. Participants passively listened to stop consonants while watching movies in English and Spanish. Event-Related Potentials and sLORETA were used to measure and localize brain activity. Comparisons within bilinguals across language contexts examined whether language control mechanisms were activated, while comparisons between groups assessed differences in brain activation. The results showed that bilinguals exhibited stronger activation in the left frontal areas during the English context, indicating greater engagement of executive control mechanisms. Distinct activation patterns were found between bilinguals and monolinguals, suggesting that the Executive Control Network provides the flexibility to manage overlapping phonological representations. These findings offer insights into the cognitive and neural basis of bilingual language control and expand current models of second language acquisition.