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Claire SARAZIN (Réalisation), Université Toulouse-Jean Jaurès-campus Mirail (Production), SCPAM / Université Toulouse-Jean Jaurès-campus Mirail (Publication), Laura Sabourin (Intervention)
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DOI : 10.60527/vqvh-6a78
Citer cette ressource :
Laura Sabourin. UT2J. (2017, 20 juin). Language Processing in Bilinguals: Distinguishing Early Sequential from Simultaneous / Laura Sabourin, Santa Vinerte , in Bilinguisme contre monolinguisme : une nouvelle perspective sur les limites de l'acquisition de L2. [Vidéo]. Canal-U. https://doi.org/10.60527/vqvh-6a78. (Consultée le 9 mai 2025)
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Language Processing in Bilinguals: Distinguishing Early Sequential from Simultaneous / Laura Sabourin, Santa Vinerte

Réalisation : 20 juin 2017 - Mise en ligne : 15 février 2018
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Language Processing in Bilinguals: Distinguishing Early Sequential from Simultaneous / Laura Sabourin, Santa Vinerte, in colloque "Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition" organisé par le laboratoire Octogone-Lordat (Université Toulouse 2) sous la responsabilité de Barbara Köpke (UT2J), Holger Hopp (Technische Universität Braunschweig), Tanja Kupisch (Universität Konstanz), Université Toulouse Jean Jaurès, 19-20 juin 2017.

Many studies group simultaneous and early sequentialbilinguals together, but recent evidence suggests that these two groups performdifferently on varied processing tasks. Consequently, the goal of the currentresearch is to examine linguistic processing of early bilinguals and how thisrelates to the bilingual advantage hypothesis, by investigating the neuralsignatures involved in lexical level processing and cognitive control. We willconsolidate the results of three studies, which each compare behaviouralevidence from early sequential L1 English/L2 French bilinguals (AoA between age3 and 7), and simultaneous bilinguals. To further examine lexical processing,we have also collected event-related brain potential (ERP) data from a subsetof the participants Each study employed a different task: a Stroop task tomeasure cognitive control, a masked priming task to examine bilingual lexicalorganization and a cross-modal lexical decision task to test homonymprocessing.
Behavioural data from the Stroop task shows nodifferences between simultaneous and early bilinguals in a monolingualpresentation. However, when participants are faced with a bilingualpresentation, differences in facilitation and inhibition patterns emerge. Whileearly sequential bilinguals show facilitation in the L1 and interference in theL2, simultaneous bilinguals show interference in their dominant language. Tofurther investigate this, we are collecting ERP data to examine the time-courseand neural components during on-line processing.
Simultaneous and early bilinguals do not showsimilar cognitive control abilities, yet exhibit similar lexical organizationpatterns (suggesting an integrated bilingual lexicon) in the masked primingtask. However, given the results from another study whereby late bilingualswith a naturalistic Manner of Acquisition (MoA) also show evidence ofintegrated lexicons, this suggests that AoA is not the only determining factor.Interestingly, simultaneous bilinguals have the most naturalistic MoA, whileany sequential bilinguals, including early ones, have less naturalistic MoAwhich may explain the differences.
In a cross-modal lexical decision task investigatingsyntactic priming and frequency effects in the L1, simultaneous bilingualsshowed faster RTs overall, with longer latencies and more widespreaddistribution for N400-like effects for high-frequency words, suggesting asensitivity to both priming and frequency. In contrast, the early bilingualsshowed slower RTs overall and earlier N400-like effects suggesting a greatereffect of priming with no effect of frequency. These results suggest that dueto acquiring the L2 after the initial stages of L1 development that there areneural differences between simultaneous and early bilinguals.
Given these findings, it is clear thatdifferences exist even among early bilinguals, suggesting that, compared tobilinguals who acquire 2L1s simultaneously, early sequential bilinguals processtheir L1 differently due to having acquired an L2 while the L1 was still beingacquired and developed. The current research demonstrates this through a seriesof tasks using both behavioural and neurophysiological measures.

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Le site internet dédié au colloque "Bilinguisme vs. monolinguisme: une nouvelle perspective par rapport à la question des limites de l’acquisition d’une L2" (Univ. Toulouse Jean Jaurès
19-20 juin 2017)

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