• Jean-François BONNOT (Strasbourg)
    Le développement linguistique du bilingue : aspects neurophysiologiques et acquisition du lexique
    (The linguistic development of bilinguals: neurophysiological aspects and the acquisition of the lexicon)
    1997, Vol. II-2, pp. 71-80

    In this paper, the author describes some of the linguistic aspects of bilingual speakers' development and emphasizes particularly the cognitive data. In the first section, a number of neurophysiological mechanisms underlying language acquisition are sketched out. In the second section, some implications for the neurophysiology of bilingualism are examined. Lastly, the main trends of acquisition and processing of bilingual mental lexicon in children are put forward.

  • L. GOURY (IRD-Cayenne)
    Des médiateurs bilingues en Guyane française
    (Bilingual mediators in French Guyana)
    2000, Vol. V-1, pp. 43-60

    French Guyana is characterized by its cultural and linguistic diversity, which, in educational circles, is often considered as an obstacle to development. In the light of experiments in bilingual education conducted in neighboring Brazil, a similar project has been set up in French Guyana. It aims at providing school teachers with bilingual 'mediators', generally umemployed youngsters, who are able to address the pupils in their various native languages and to help them acquiring a second language. In order to assist these 'bilingual mediators' in their new tasks the project aims at giving them a proper linguistic and pedagogical education.

  • Jean PETIT (Orléans)
    L’évaluation du bilinguisme institutionnel
    (Evaluating bilingualism at school)
    1996, Vol. I-1, pp. 95-106

    The following text is a report written in 1994 by a member of a commission charged with evaluating an experiment with bilingual teaching in a number of Alsatian schools, which was initiated by the "Association pour le Bilinguisme en Classe dès la Maternelle" (Association for Early Bilingual Teaching). But, beyond the evaluation of a particular experiment, the report presents itself as a balance of and a reflection on issues that are of interest for both researchers and citizens in many European countries.Considering their importance, the explantory notes that accompany this article have been put deliberately at the end of the text.

  • Guillaume THIERRY (Bangor University (UK))
    Activation syntaxique non-sélective à la langue chez le bilingue précoce
    (Non selective lexical access in early bilinguals)
    2012, Vol. XVII-2, pp. 33-48

    It is now widely accepted that lexical access is language non-selective in bilinguals. However, in the domain of syntax, it is much less clear whether such non-selectivity applies. Observational production studies have highlighted many instances of syntactic borrowing between languages in bilingual children and such borrowings tend to remain in adulthood. In the present study, we have tested for the first time whether such syntactic co-activation effects also exist in comprehension, in the case of early fluent bilinguals. We used event-related potentials in conjunction with a binary decision paradigm known to elicit modulations of the N2 component to show that Welsh-English bilingual participants are prepared to accept an adjective in post-nominal position in an English sentence despite the fact such word order is illegal in English. This effect, which was not found in English monolingual participants, can be interpreted as the consequence of Welsh grammar activation because the adjective is in post-nominal position in Welsh. Our results allow us to conclude that syntactic activation is language non-selective during reading in early bilinguals.