Parental reports and experimental studies indicate that parents speak less to their children in the presence of background television. However, there is a lack of home observations examining the relations between infants’ background TV exposure and maternal infant-directed speech. In the current study, 32 infants and their mothers were observed for 60 minutes in their homes at 8, 10, and 18 months of age. Results revealed that the number of words, the number of different words, and the number of questions in infant-directed speech were consistently lower in households with background TV. Furthermore, these aspects of maternal language input were negatively related to the duration of background TV, controlling for families’ socioeconomic background. These findings suggest that television may have a negative impact on young children’s language development via disrupted parent–child interactions in the presence of background TV in the home environment.

During World War II, a prolific Kiowa composer named Lewis Toyebo initiated a new choreo-musical genre called War Mother songs for the Kiowa War Mothers Chapter 18 as a means of encouragement while their sons deployed overseas. This article examines how these songs simultaneously evoke pre-reservation and post-reservation chronotopes of Kiowa martial motherhood. Through ethnographic research with Kiowa Elders, singers, War Mothers, and descendants of Kiowa composers, I analyze how War Mother songs express these chronotopes through musical (War Journey drumbeat), functional (preparing warriors for deployment and honoring returning veterans), and linguistic means (blending “Old Kiowa” and “Modern Kiowa”). Analysis of these chronotopes reveals how Kiowas creatively responded to settler colonialism to maintain gendered roles and personhoods that were important to their cultural identity. This article provides an ethnomusicological perspective on how chronotopes of gender are expressed through dynamic forms of music and dance.

The richness of bilingual children’s language experience is typically expressed as a composite score using parental questionnaire data. This study unpacks the concept of input richness by examining one such composite score (Q-BEx) to determine whether it reliably predicts children’s language abilities, is no more complex than required, and as user-friendly as possible. Data were collected from 173 bilingual children aged 5 to 8 across three countries (France, Netherlands, UK) with various heritage languages in each. Parents completed the Q-BEx questionnaire and children proficiency tasks in their societal language. We analysed the predictive power of the original score compared to several alternative scoring approaches. Results showed (i) these alternatives were not more informative, (ii) scores including qualitative aspects of richness fared better than those with only quantitative variables, (iii) the latent variables underlying richness were comparable across languages, and (iv) whether parental education was included made little difference.

Factive islands have been argued to be a late acquired phenomenon (de Villiers et al. (1998). Acquisition of the quantificational properties of mental pedicates. In A. Greenhill, M. Hughes, H. Littlefield, & H. Walsh (Eds.), Proceedings of the 22nd Boston University conference on language development. Somerville, MA: Cascadilla Press), but existing experimental studies have focused on a very limited number of factive verbs and report variation between verbs. Seventy monolingual Romanian-speaking children (split into two age groups: 5-year-old and 7-year-old children) and 15 adults took part in a comprehension task, which tested the (un)availability of adjunct extraction from the clausal complements of both cognitive and emotive factive verbs. The results show that only at age 7 do children begin to observe the restrictions imposed by factive islands, regardless of the sub-type of factive verb, even though they do not reach full mastery of the phenomenon at this age.

This article examines the diachronic development of hedged performatives (HP) in spoken American English. HPs (e.g. I have to say, I must admit) combine a (semi-)modal verb and a performative verb, and were first analyzed by Fraser (1975). While subsequent research has investigated their discursive functions and established them as ‘constructions’, their diachronic development has not been analyzed within a Construction Grammar perspective. This article addresses this gap using three corpora: the TV Corpus, Movie Corpus and spoken COCA. We investigate fifteen HPs formed with three modals (have to, must, can), first sketching a constructional network with a macro-level ([I + MODAL + Vperf]), modal-specific meso-level (e.g. [I must Vperf]) and micro-level (e.g. [I must say]). Results show different diachronic trends at the meso-level: [I must Vperf] declines, [I have to Vperf] increases, and [I can Vperf] remains stable. These trends diverge from those of the base modals, confirming their constructional status. For must and have to HPs, change operates primarily at the meso-level, driven by evolving discourse norms. At the micro-level, must/have to HPs follow the meso-level trend, while can HPs show more variation. Finally, HPs are overrepresented in scripted speech, although diachronic trends remain consistent across registers.

Recent studies in Construction Grammar have suggested that contracted modals constitute different constructions from their full forms. In this article, we present a corpus-based analysis of the relationship between the modal forms going to and gonna in British English used on the blogging platform LiveJournal. We report a Collostructional Analysis and a Behavioural Profile Analysis based on a logistic regression model of blind annotations, assessing factors of semantic, pragmatic and social meaning on the choice of the variant, in addition to processing factors. The results show that register formality is the only significant meaning predictor for the alternation between going to or gonna in the corpus. We discuss these results in light of recent theoretical debates on isomorphism and synonymy avoidance in Construction Grammar: specifically, our study provides evidence that social meaning drives the distinction between going to and gonna, validating the recently formulated Principle of No Equivalence, and providing further evidence for the constructionhood of contracted modals.

It has been argued that under certain conditions bilingualism can confer adaptations to the human mind and brain. Among the possible moderators of such adaptations, language distance occupies a distinctly ambiguous role. Equally unclear is the directionality of the effect, as juggling different languages may become more or less cognitively costly depending on how (dis)similar competing alternatives are. If different language pairings entail that a different degree of cognitive effort is needed to manage bilingualism, language distance asymmetries are predicted to differentially contribute to the robustness of bilingual adaptations. In this systematic review and Bayesian analysis, we find strong evidence for a distance effect in bilingualism, but mixed evidence concerning its directionality in terms of being more pronounced in similar versus distant languages. We chart the extreme variability that exists across studies, highlighting the need for developing ecologically accepted metrics of what counts as similar in language processing.

This paper explores the complementation of the verb prevent in contemporary English. While the verb is typically followed by from -ing, British English also exhibits a variant without from (e.g. They must carry out a forensic examination of these failings to prevent them happening again [The Daily Mail, 22 December 2020]). In British English, this construction has in fact been reported to be on the increase in recent years. Since previous studies on this topic have tended to rely on a limited number of examples, the present research investigates a larger dataset drawn from the 2010 issues of The Daily Mail (British) and USA Today (American). This study also examines the British Academic Written English (BAWE) corpus as a supplementary resource. The BAWE corpus is a collection of academic assignments and provides insight into unedited uses of the verb prevent. The findings are as follows: the use of from-less -ing is indeed expanding in contemporary British English; the rate of this expansion differs between newspaper texts and unedited academic writing; and the complementation patterns of prevent are more varied in contemporary English than previously assumed. The discussion concludes by situating these present-day uses within the historical development of this verb.

This study examines the status of mixed-methods research (MMR) in computer-assisted language learning (CALL). A total of 204 studies employing MMR were analyzed. Manual coding was carried out to reveal MMR purposes, designs, features, and rhetorical justifications. Findings indicate CALL authors mostly adopt MMR for triangulation and complementarity purposes. Core designs are more favored in CALL MMR research articles, compared to complex designs. Moderate size random sampling prevails in the data, where data sources are sequentially collected and analyzed using parametric tests. Symptomatic argumentative schemes are found to be the most common justification of MMR. Based on the findings, it is evident that most CALL researchers employ conventional MMR designs. The study concludes with implications for CALL stakeholders and authors.

This study presents the creation and validation of LexEst, a short 5-minute test to assess vocabulary knowledge in Estonian. Our freely accessible test consists of 90 items and is designed for L2 speakers of Estonian. LexEst is modeled after the original Lexical Test for Advanced Learners of English. Similarly to other test variants, our test has been adapted to assess vocabulary knowledge at varying proficiency levels. Our findings demonstrate that LexEst provides an objective measure of the Estonian vocabulary of L2 learners, aligning well with subjective language proficiency indicators, such as self-assessed skills. In addition, higher LexEst scores and shorter response times are associated with higher CEFR-level language courses and a greater daily use of Estonian. Higher LexEst scores are also associated with an earlier age of acquisition in Estonian and a higher perceived importance of learning Estonian.

Phonological (speech sound) processing difficulties, including challenges with phoneme awareness, are core characteristics of developmental dyslexia. Categorical perception (CP) tasks, which assess the ability to organize the continuous acoustic speech signal into phoneme categories (e.g., /b/ vs /p/), provide insight into these challenges. CP is robust in humans, yet data from children with dyslexia are contradictory. While some studies report reduced CP in dyslexia, others report enhanced within-category discrimination, implying allophonic perception (sensitivity to phonetic variation within a category boundary). This study examines neural responses in a CP task among 4- to 5-year-old children with (at-risk, AR) and without (not-at-risk, NAR) familial risk for dyslexia, using the mismatch negativity (MMN) component. AR children exhibited MMNs to both within- and across-category contrasts, while NAR children demonstrated MMN only for across-category contrasts. These findings, consistent with allophonic perception in pre-reading AR children, align with the temporal sampling theory of developmental dyslexia.