Department of Language Science

Abstract: We investigated spelling errors in English and Spanish essays by Spanish-English dual language learners in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. We examined what types of spelling errors students made, whether they made spelling errors that could be due to crosslinguistic influence, and whether errors were associated with instructional program, English learner status, and grade level. Compositions were transcribed and coded using the Systematic Analysis of Language Transcripts (SALT) software. Spelling errors were suggestive of crosslinguistic influence that was mostly unidirectional from one language to the other rather than bidirectional. Spelling errors were related to instructional program such that students in Spanish-English dual immersion made more English spelling errors in English compositions due to Spanish influence, and students in English immersion made more spelling errors in Spanish compositions due to English influence. Students in higher grades also made less English spelling errors in English compositions due to Spanish influence than students in lower grades. These findings suggest that dual language learners acquire spelling patterns in one language influenced by instruction and home language, which transfers to spelling in the other language.

Fostering equity in undergraduate science, technology, engineering, and mathematics (STEM) programs can be accomplished by incorporating learner-centered pedagogies, resulting in the closing of opportunity gaps (defined here as the difference in grades earned by minoritized and non-minoritized students). We assessed STEM courses that exhibit small and large opportunity gaps at a minority-serving, research-intensive university, and evaluated the degree to which their syllabi are learner-centered, according to a previously validated rubric. We specifically chose syllabi as they are often the first interaction students have with a course, establish expectations for course policies and practices, and serve as a proxy for the course environment. We found STEM courses with more learner-centered syllabi had smaller opportunity gaps. The syllabus rubric factor that most correlated with smaller gaps was Power and Control, which reflects Students Role, Outside Resources, and Syllabus Focus. This work highlights the importance of course syllabi as a tool for instructors to create more inclusive classroom environments.

In 2019 the Hispanic population of the United States surpassed sixty million—or sixty-four million if the inhabitants of the Commonwealth of Puerto Rico are included. Only Mexico is larger among Spanish-speaking countries in the world. The rapid growth of the Hispanic population—which had been estimated at only four million in 1950—has been stunning. The US Census Bureau has projected that, given moderate levels of immigration and natural increase, Hispanics would grow by 2060 to an estimated 111 million people (about 28 percent of the US population), significantly exceeding the proportions of other ethnic or racial minorities. And while Hispanic Americans now account for one of every six persons in the United States, their impact—social, cultural, political, and economic—is much more profound because of their concentration in particular states and localities. Hispanics are at once a new and an old population, made up both of recently arrived newcomers and of old timers with deeper roots in American soil than any other ethnic groups except for the indigenous peoples of the continent. They comprise a population that can claim both a history and a territory in what is now the United States that precede the establishment of the nation. At the same time, it is a population that has emerged seemingly suddenly, its growth driven by immigration from the Spanish-speaking countries of Latin America—above all from Mexico—and by high rates of natural increase. Today, a third of the Hispanic population is foreign- born, and another third consists of a growing second generation of US-born children of immigrants. And the label itself—“Hispanic”— is new, an instance of a pan-ethnic category that was created by official edict in the 1970s. The ethnic groups subsumed under this label were not “Hispanics” or “Latinos” in their countries of origin; rather, they only became so in the United States. But the Spanish roots of the United States antedate by a century the creation of an English colony in North America and have left an indelible if ignored Spanish imprint, especially across the southern rim of the United States, from the Atlantic to the Pacific. In US popular culture and in official narrative and ritual the American past has been portrayed as the story of the expansion of English America, suppressing if not silencing the Hispanic presence from the nation’s collective memory. But past is prologue, and no understanding of the Hispanic peoples in the United States today or of the category under which they are now grouped can ignore the historical and geographic contexts of their incorporation.

The release and rapid diffusion of ChatGPT have caught the attention of educators worldwide. Some educators are enthusiastic about its potential to support learning. Others are concerned about how it might circumvent learning opportunities or contribute to misinformation. To better understand reactions about ChatGPT concerning education, we analyzed Twitter data (16,830,997 tweets from 5,541,457 users). Based on topic modeling and sentiment analysis, we provide an overview of global perceptions and reactions to ChatGPT regarding education. ChatGPT triggered a massive response on Twitter, with education being the most tweeted content topic. Topics ranged from specific (e.g., cheating) to broad (e.g., opportunities), which were discussed with mixed sentiment. We traced that authority decisions may influence public opinions. We discussed that the average reaction on Twitter (e.g., using ChatGPT to cheat in exams) differs from discussions in which education and teaching-learning researchers are likely to be more interested (e.g., ChatGPT as an intelligent learning partner). This study provides insights into peoples reactions when new groundbreaking technology is released and implications for scientific and policy communication in rapidly changing circumstances.

This study examined the extent of perspective taking and language features represented in secondary students’ text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students’ English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students’ text-based analytical essays (N= 195, Grades 7–12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students’ text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing.

PURPOSE: Semantic tasks evaluate dimensions of childrens lexical-semantic knowledge. However, the relative ease of semantic task completion depends on individual differences in developmental and language experience factors. The purpose of this study was to evaluate how language experience and language ability impact semantic task difficulty in English for school-age Spanish-English bilingual children with and without developmental language disorder (DLD). METHOD: Participants included 232 Spanish-English bilingual children in second through fifth grade with (n = 35) and without (n = 197) DLD. Data included childrens performance on the English Semantics subtest of the Bilingual English-Spanish Assessment-Middle Extension Field Test Version (BESA-ME), age of English acquisition, and percent English language exposure. Task difficulty, a measurement of the relative ease of task completion, was calculated for six semantic task types included on the BESA-ME. Multilevel regression modeling was conducted to estimate longitudinal growth trajectories for each semantic task type. RESULTS: Results showed that language ability and grade level drive semantic task difficulty for all task types, and children with DLD experienced greater difficulty on all task types compared to their typically developing peers. Longitudinally, semantic task difficulty decreased for all children, regardless of language ability, indicating that semantic task types became easier over time. While children made gains on all semantic tasks, the growth rate of task difficulty was not equal across task types, where some task types showed slower growth compared with others. English language exposure emerged as a significant predictor of semantic task difficulty while age of acquisition was not a significant factor. CONCLUSIONS: This study clarifies developmental profiles of lexical-semantic performance in bilingual children with and without DLD and supports clinical decision-making regarding childrens English language learning.

Cortical processing pathways for sensory information in the mammalian brain tend to be organized into topographical representations that encode various fundamental sensory dimensions. Numerous laboratories have now shown how these representations are organized into numerous cortical field maps (CMFs) across visual and auditory cortex, with each CFM supporting a specialized computation or set of computations that underlie the associated perceptual behaviors. An individual CFM is defined by two orthogonal topographical gradients that reflect two essential aspects of feature space for that sense. Multiple adjacent CFMs are then organized across visual and auditory cortex into macrostructural patterns termed cloverleaf clusters. CFMs within cloverleaf clusters are thought to share properties such as receptive field distribution, cortical magnification, and processing specialization. Recent measurements point to the likely existence of CFMs in the other senses, as well, with topographical representations of at least one sensory dimension demonstrated in somatosensory, gustatory, and possibly olfactory cortical pathways. Here we discuss the evidence for CFM and cloverleaf cluster organization across human sensory cortex as well as approaches used to identify such organizational patterns. Knowledge of how these topographical representations are organized across cortex provides us with insight into how our conscious perceptions are created from our basic sensory inputs. In addition, studying how these representations change during development, trauma, and disease serves as an important tool for developing improvements in clinical therapies and rehabilitation for sensory deficits.

PURPOSE: A large body of literature showed that word reading and listening comprehension-two proximal predictors of reading comprehension according to the simple view of reading-are related. Grounded on the direct and indirect effects model of reading (Kim, 2020a, 2020b, 2023), we examined the extent to which the relation is explained by domain-general cognitions or executive functions (working memory and attentional control) and emergent literacy skills (language and code-related skills including morphological awareness, phonological awareness, orthographic pattern recognition, letter naming fluency, and rapid automatized naming). METHOD: Data were from English-speaking children in Grade 1 (N = 372; 52% boys; 60% White children, 26% African American children, 6% multiracial children, 6% Hispanic children, and 2% Asian American children). RESULTS: Results from structural equation models showed that word reading and listening comprehension were moderately related (.54). When working memory and attentional control were included as predictors, the relation became weaker (.39). When morphological awareness was additionally included, they were no longer related (.05). The other emergent literacy skills did not add explanatory power beyond executive functions and morphological awareness. CONCLUSION: These results indicate that executive functions and morphological awareness largely explain the shared variance between word reading and listening comprehension for English-speaking beginning readers.