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No description available.

No description available.

No description available.

No description available.

Despite increasing interest in the interface between emotion word processing and bilingualism, the representation of valence during emotion word processing in the bilingual brain remains unclear. In the present study, we used functional near-infrared spectroscopy (fNIRS) to investigate the neural correlates of written emotion words in a first (L1) and a second (L2) language. Native English (16) and native Chinese (16) bilingual participants rated emotion words in their first and second language while we recorded their brain activity. Our results show distinct neural processing patterns between L1 and L2, with the former eliciting increased overall activation in the dorsolateral prefrontal cortex (DLPF) during an emotional rating task. Our results suggest increased neural activity in the left hemisphere for positive words and the right hemisphere for negative words during L1 processing. Intriguingly, we observed the opposite pattern during L2 processing. Emotion condition elicited a statistically significant difference in ratings and response times across groups. Implications for research on bilingualism and emotion are discussed.

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No description available.

With the purpose of understanding plausible reasons as to why Hispanics learners of Spanish, or heritage language learners (HLL), tend to obtain lower grades than their non-Hispanic counterparts (L2) in the same courses, forty-four students of Spanish (17 HLLs and 27 L2s) provided written production once a week for a period of six weeks. The data collected was analyzed in terms of error frequency in two main areas: orthography and morphology. The hypothesis proposed was that HLLs would have poorer orthographic performance than L2s given the informal aural input they have received at home before learning the language formally in an academic setting. Conversely, given the more complex nature of language morphology, which is believed to be acquired through long periods of time, HLLs, regardless of the informal context in their Spanish learning should show a more mature set of morphological constructions. Within the HL group, I looked at the correspondence between the orthographic and morphological performance of HLLs to the generation to which they belong. Although, the correspondence was not in the direction expected, there seems to be a correspondence in the opposite direction. The further away from the first generation the better orthographic and written performance HLs showed. One third generation HLL had fewer errors than first generation speakers. This tendency suggests that the term "heritage" has a referential value that goes beyond the linguistic realm. When comparing the written performance of the two groups, results did not show radical differences: orthographically L2s had fewer errors by 7% and morphologically HLLs had fewer errors by 14%. These results, however, to suggest that there is a difference in the Spanish competence of the two populations of learners that imply their learning of Spanish involve different needs, which should be considered for Spanish course design and curricula. The goals of this research is to point out that the teaching of Spanish as an HL should not be viewed as the teaching of Spanish as an L2. / Spanish