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Chapter 10. Control and representation in bilingualism

Implications for pedagogy
  • Deanna C. Friesen und Ellen Bialystok
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Innovative Research and Practices in Second Language Acquisition and Bilingualism
Ein Kapitel aus dem Buch Innovative Research and Practices in Second Language Acquisition and Bilingualism

Abstract

The bilingual advantage in executive functioning is often contrasted with a disadvantage in lexical access, but the two are based on different processes. The former entails fluid operations used for intentional processing (i.e., cognitive control) and the latter involves crystallized knowledge (i.e., representations). On this view, the processes associated with control and representation are interactive systems responsive to different developmental factors rather than mutually exclusive alternatives. Nonetheless, the majority of research in bilingualism has investigated either control or representation in isolation by minimizing participants’ reliance on the other factor. This chapter will review research investigating the interaction between these processes by bilinguals during language processing tasks and discuss how this relationship can provide new insights to pedagogy.

Abstract

The bilingual advantage in executive functioning is often contrasted with a disadvantage in lexical access, but the two are based on different processes. The former entails fluid operations used for intentional processing (i.e., cognitive control) and the latter involves crystallized knowledge (i.e., representations). On this view, the processes associated with control and representation are interactive systems responsive to different developmental factors rather than mutually exclusive alternatives. Nonetheless, the majority of research in bilingualism has investigated either control or representation in isolation by minimizing participants’ reliance on the other factor. This chapter will review research investigating the interaction between these processes by bilinguals during language processing tasks and discuss how this relationship can provide new insights to pedagogy.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
https://doi.org/10.1075/lllt.38.14fri

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
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Heruntergeladen am 30.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.38.14fri/html
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