Browsing by Subject "Bilingualism"

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Aquí somos bilingües : a case study of how a teacher’s pedagogy supports biliteracy development and the influence of the teacher’s Postura Activista on language and literacy instruction in a one-way dual language classroom
(2019-06-13) Villarreal, Doris Ann; Worthy, Jo; Hoffman, James V.; Brown, Christopher P.; Toribio, Almeida; Martinez, Ramon
This qualitative case study examines how a teacher’s pedagogy during language arts instruction supports biliteracy development and the influence of the teacher’s activist stance on language and literacy instruction in a one-way dual language classroom. Drawing on ethnographic data collection methods, I document the ways language (Spanish and English) are used for literacy instruction and learning across interactions in an urban elementary school located in a Latinx working class community. Data corpus includes: participant observation, fieldnotes, video and audio recordings, artifacts of literacy instruction and learning, and semi-structured interviews. Hornberger’s (2003) continua of biliteracy and translanguaging (García & Wei, 2014) provide the theoretical underpinnings for this study. Case findings point to the teacher’s beliefs about language and understanding of the hegemony of English within language and literacy instruction to facilitate students’ biliteracy development. Additionally, case findings point to the teacher’s activism and commitment and how it influences the ways in which the teacher views and enacts in activist work inside and outside of the classroom. Furthermore, case findings point to the manifestation of the teacher’s activist stance in curricular and pedagogical choices as well as professional opportunities. This study builds on existing research advocating for broader and deeper understandings of language learning and biliteracy development. The findings contribute to research focused on bilingual teacher pedagogies that encourage dynamic bilingualism. The findings also contribute to scholarship centered on bilingual teacher activists and their work in the classroom to support emergent bilinguals as well as their activist work outside of the classroom.
Audience design and code-switching in Bayside, Texas
(2009-12) Dahl, Kimberly Lynn; Crowhurst, Megan Jane; Hinrichs, Lars
This study casts the code-switching patterns observed among Spanish-English bilinguals in Bayside, Texas within the framework of Bell’s (1984) theory of audience design, which is claimed to apply to both monolingual style-shifting as well as bilingual code-switching. The latter part of this claim has been little explored. The intent of this study, then, is to determine if the explanatory power of audience design, as demon¬strated in studies on style-shifting, does indeed hold when applied to cases of language alternation. Analysis of the data from Bayside generally supports Bell’s theory as it shows speakers adjusting their use of Spanish and/or English to suit their audience. The study will highlight a less frequently analyzed aspect of Bell’s model, i.e., the role of the auditor, and will call for the auditor to be classified as a primary influencer of lin¬guistic choice in bilingual contexts, alongside the addressee. The code selection patterns exhibited by a pair of Bayside residents in a series of interviews and in conversations videotaped at the local general store will be com¬pared to illustrate the effects of addressee and auditor. A qualitative analysis will dem¬onstrate that differing determinations regarding the linguistic repertoires of the auditors led to contrasting linguistic choices on the part of the study’s subjects. The data collected will show that, when selecting a language of communication, as opposed to a register, style, or dialect, a speaker may be more greatly affected by an auditor than by the addressee. The methods used in collecting the data will also support an expan¬sion of Bell’s model to include an additional participant category suitable for capturing the effect of the recording device, as per Wertheim (2006).
Bilingual First Language Acquisition (BFLA) in children of bilingual/bicultural families : an annotated bibliography for parents and teachers
(2013-08) Foster, Damiel Theresa; Horwitz, Elaine Kolker, 1950-
Bilingual First Language Acquisition is not a new concept in the field of bilingualism but it is one that has become increasingly prevalent today. Inspired by my own BFLA background, this report is designed to grant some insight into this phenomenon that is presently observable worldwide. It is designed as an annotated bibliography in that it presents literature summaries of twenty-three articles concerning the BFLA theme. It is meant as a guide for parents and educators who are raising bilingual children in a world where bilingualism is not only prevalent and essential but also incredibly admirable.
Bilingual language contexts : variable language switching costs and phonetic production
(2012-08) Olson, Daniel James; Ortega-Llebaria, Marta; Toribio, Almeida Jacqueline, 1963-; Bullock, Barbara; Griffin, Zenzi; Hensey, Frederick; Kelm, Orlando; Sussman, Harvey
Bilinguals are generally adept at segregating their two competing languages and switching between them when contextually appropriate, although it has been shown that switching languages incurs a reaction time delay, or switch cost (Kolers, 1966). These switch costs are modulated by language dominance, with bilinguals evidencing greater delays when switching into their dominant language relative to their non-dominant language (e.g. Meuter & Allport, 1999). While these asymmetrical switch costs have formed the basis for theories of bilingual language separation and selection, the key factor of language context, the degree to which each language is employed in a given paradigm or conversation, has yet to be considered. In addition, previous research and subsequent theories of language selection have focused exclusively on the lexical level, yet given the distinct phonetic categories in a bilingual’s two languages (Caramazza et al., 1973), selection must also occur at the phonetic level. Addressing these gaps in the literature, this dissertation investigates the language switching costs and phonetic production of Spanish-English bilinguals in two experimental paradigms: a cued picture-naming task and an oral production task. In both studies, bilinguals (English-dominant, Spanish-dominant, and balanced bilinguals) produced language switches in varying language contexts, from monolingual to bilingual. Analyses focus on switch costs, error rates, and phonetic production, as a means to further the understanding of the language switching mechanism at the lexical and phonetic levels. Drawing on results from the two experimental paradigms, this dissertation makes several major contributions to the ongoing discussion regarding bilingual language selection. First, this study provides evidence for a gradient nature of the language switching mechanism at the lexical level. Second, it contributes an examination of the effects of language switching at the phonetic level, demonstrating asymmetrical phonetic transfer. And third, parallels are drawn between the underlying effects of language switching and the phonetic realizations produced in connected speech. Implications are considered for theories of bilingual language selection, and a gradient account of the Inhibitory Control Model (Green, 1986) is proposed at both the lexical and phonetic levels.
Bilingual language literacy intervention : vocabulary naming and definitions
(2011-05) Baca, Jessica Anna; Pen̋a, Elizabeth D.; Bedore, Lisa
The current study investigated the effectiveness of a Literacy Based Intervention (LBI) on English Language Learners (ELLs) with Specific Language Impairment (SLI). Specifically this report focuses on the effects of LBI on vocabulary skills (e.g. naming and defining). Nineteen ELLs (ages 74 to 104 months) participated in the intervention study, which lasted eight weeks and consisted of 50-minute sessions, three times a week. The LBI focused on rich vocabulary instruction of words that were from storybook readings. Vocabulary naming and definition probes were used to assess vocabulary progress. Results revealed that vocabulary increases did not occur until the second half of the intervention (e.g. week six or seven). LBI shows promise to be successful for increasing vocabulary skills in ELLs with SLI.
Bilingual reading assessment : identification of English language learners at risk for reading disorders
(2012-05) Finelli-Thomsen, Allegra Joy; Peña, Elizabeth D.
Children who are English Language Learners (ELLs) are often falsely identified with reading disorders. Similarly, some ELLs with true reading disorders are overlooked because it is assumed that they are still acquiring the necessary reading skills in English. This review of current bilingual assessment literature focuses on the use of early screening tasks to identify potential reading disorders among ELLs. These assessment tasks cover phonological, letter naming, rapid naming, sequencing and reading skill sets. This review synthesizes current research findings to determine which tasks are the most appropriate for assessing future reading disorders among children from linguistically diverse backgrounds. Results were mixed. Further research is needed to determine the best methods for reading assessment of ELLs.
Code-Switching and Other Artifacts of Bilingualism in English-Spanish Poetry
(2024-04) Forrest, Leigha Engel
This thesis aims to analyze the different ways Latino poets call attention to the Spanish language in their works. The thesis focuses on the work of three contemporary Latina poets --- Rhina P. Espaillat, Carmen Tafolla, and Rosa Alcalá --- and poems with remarkable uses of Spanish in verse. Each poem is primarily in English with a symbolic usage of Spanish, be it through code-switching, translation, or explicit reference to the Spanish language as a cultural symbol. A three-part analysis of the traditional literary techniques, the sociocultural effects, and Spanish-use data will be conducted. The thesis will argue not only that code-switching is a literary technique, but that the inclusion of Spanish within these works is essential to their meaning and thematic content.
Code-switching patterns and inhibitory control in bilinguals with traumatic brain injury
(2016-05) Rich, Natalya Diane; Marquardt, Thomas P.; Sheng, Li
Three case studies of code-switching in Spanish-English bilingual speakers with traumatic brain injury were conducted to investigate the relationship between executive functioning and language inhibition. Participants conversed in three language contexts: monolingual English, monolingual Spanish, and bilingual (both English and Spanish). Patterns of code-switching in participants with TBI and the influence of communication partner language choice during the bilingual context are described. Two participants with executive functioning deficits produced unconventional code-switching with the use of their non-dominant language. No code-switching occurred with the use of their dominant language. One participant with TBI had co-morbid aphasia and produced frequent unconventional code-switching with the use of his dominant language and no code-switching with the use of his non-dominant language. Results are discussed with reference to hypotheses of language interference, the relationship of cognitive-control between language use and abilities, linguistic activation, implications for therapy, and directions for future research.
A comparison of frequencies and patterns of codeswitching in Spanish-English bilingual children at high and low risk for specific language impairment
(2011-05) Silva, Bertha Alicia; Bedore, Lisa M.; Elizabeth, Peña D.
Theories of bilingual language production suggest that codeswitching is either a characteristic of limited language or a productive characteristic suggesting enhanced executive control and language proficiency. Since codeswitching patterns of typically developing and language impaired bilingual children are not thoroughly understood, utterances with codeswitches may be disregarded during language evaluations. Codeswitching frequency and types of codeswitches were analyzed in language samples of 12 bilingual children at high and 12 at low risk for specific language impairment (SLI). Results indicated that the frequency of codeswitching was similar for both risk groups in Spanish, but not in English. In English, the high risk group codeswitched significantly more than the typically developing group (18.76% vs 7.20%, p<.05). The types of codeswitches most often produced also differed by language and risk group. In Spanish, single-word lexical codeswitches were preferred significantly more than syntactical or lexical-syntactical, but no differences were found between risk groups. In English, syntactical codeswitches were preferred significantly more than lexical or lexical- syntactical. That the children at high risk for SLI codeswitched more in their second language and that their patterns were similar to the typically developing group might suggest that codeswitching in bilingual children with SLI might be used as a productive strategy to fill in linguistic ‘gaps’ and that codeswitching should be recognized and given credit for in language evaluations.
A comparison of taxonomic development between English Monolingual children and Mandarin-English bilingual children
(2012-05) Chan, Cho Yi; Sheng, Li, Ph. D.; Peña, Elizabeth D.
In Chinese, a large percentage of the vocabulary consists of compound words where exemplars in the same taxonomic category often share the same head noun (Chen & Chen, 2006; Chow, McBride-Chang, Cheung, & Chow, 2008). This structural characteristic may facilitate an early understanding of the noun taxonomy. The current study aims to investigate taxonomic development in a group of Mandarin-English speaking children in the United States. A contrast association task (i.e., "A dog is not a ____") and a category association task (i.e., "A dog is a kind of ____") were used to elicit responses from different levels of the taxonomic hierarchy (e.g., coordinates, superordinates). Participants were 25 bilingual children aged 3 to 8 and 25 English monolingual age matches. It was predicted that the bilingual group would produce more task-specific taxonomic responses (i.e., coordinates in contrast association; superordinates in category association) than their monolingual counterparts. The results, however, were somewhat opposite to this prediction. Monolinguals were found to, in general, perform better in the category association tasks and the two groups performed similarly in the contrast association task. When English vocabulary size was taken into consideration, there was no statistically significant difference between the monolingual and bilingual children on the category association task. Factors which possibly explain such a difference between the two language groups in the two tasks, or the absence of a significant difference when vocabulary size was incorporated as a covariate are discussed.
Compound vocabulary knowledge development in Mandarin-English bilingual children : a comparison with Monolingual English children
(2012-05) Wang, Leslie; Sheng, Li, Ph. D.; Bedore, Lisa M.
Our study investigated the processing of compound vocabulary of bilingual (BL) Mandarin-English children and their performance in comparison to monolingual (ML) English children. From this study, we sought to determine (a) how the BL children performed in Mandarin compared to English (b) how the BL children performed compared to the ML children, and (c) how background factors, such as language use and vocabulary size affect compound processing. We predicted that the BL children would show an advantage on compound processing tasks over the ML children due to the importance of compounding in word formation in Mandarin Chinese. In addition, we also used performance on picture vocabulary tasks as covariates to take into consideration potential differences in vocabulary size, as BL children often have a smaller vocabulary in each language because of distribution across languages. Data were collected from 25 BL Mandarin-English children (between 40 to 104 months of age) who were matched within three months to 25 ML English children (between 40 to 105 months of age). Children participated in a compound analogy task, in which they produced novel compounds after a model; and a compound knowledge task, in which they explained real compounds. Comparing performance across languages, results showed that the BL children demonstrated higher performance in the dominant language (English) than in the nondominant language (Mandarin). The BL children were more likely to accurately produce novel compounds, but also more likely to make errors that involved the use of compounds. No significant difference was found in BL and ML performance on compound knowledge tasks. Significant relationships were found for some of the participant characteristics for both the BL and ML children and performance. In particular, age, picture identification, and picture naming performance were correlated with compound performance for the BL participants; performance on the picture identification task and compound processing tasks were correlated with each other for the ML participants. These findings provided limited support for our hypothesis. Future investigations should include BL participants who have a more balanced proficiency in both languages, as well as examine factors that were found to influence ease of compound processing.
Consonant-vowel co-occurrence patterns produced by Spanish-English bilingual children
(2011-05) Soriano, Stephanie Rose; Davis, Barbara L.(Barbara Lockett); Bedore, Lisa M.
Simultaneous bilingual and early sequential bilingual children are exposed to two languages while acquiring the sound system for the first time. In bilingual children who are identified with speech sound delay or disorder, the question arises of how to approach intervention in the most effective way. In monolingual English learning children, some strong within syllable patterns of coronal consonant and front vowel, labial consonant and central vowel, and dorsal consonant and back vowel that are based on rhythmic mandibular oscillations without independent movement of the tongue have been identified as occurring more frequently. No information is available on children learning Spanish or on children who are early bilinguals relative to the presence of these patterns in output. Consideration of the presence of these patterns, typical of early development in English learning children, would help to plan remediation more precisely for bilingual speech delayed children. If the patterns are present, they should be accounted for as basic aspects of the production system output available to young children that might need to be assessed and incorporated into early intervention protocols for bilingual children. The present study tests the hypothesis that significant similarities between performance-based, consonant-vowel (CV) co-occurrence patterns produced in Spanish and English can provide greater efficacy for assessment and intervention practices for bilingual Spanish-English children. Within syllable CV co-occurrence patterns were observed from 66 months to 81 months of age in six bilingual Spanish-English speaking children. Consonants were categorized into labial, coronal, and dorsal place of articulation while vowels were categorized by front, central, and back dimensions to evaluate co-occurrences. Predictions based on the Frame then Content (FC) theory (MacNeilage & Davis, 1990) were evaluated relative to intrasyllabic combinations of consonants and vowels. Results confirmed the prediction that CV co-occurrence patterns produced by bilingual Spanish-English speaking children share significant similarities with those produced by children in previously researched languages. These results show that the production based hypothesis of the FC theory of speech production, tested previously on English learning children is also characteristic of bilingual children learning Spanish and English. These findings suggest that consonant-vowel co-occurrence patterns are impacted by the capacity of the production system to produce different sounds in combination in diverse language learning circumstances, even when children are simultaneous bilingual learners. Mandibular oscillation without independent tongue movement within syllables is responsible for early intrasyllabic patterns produced by children. The FC theory supports the role of performance-based assessment and intervention for future practices in the field.
Convergence of two language assessment measures with ability in school-age Spanish-English bilingual children
(2011-05) Johnston, Lia Marie; Bedore, Lisa M.; Bedore, Lisa M.; Pena, Elizabeth D.
There is a documented need for appropriate language assessment measures for Spanish-English bilingual school-age children in the United States. The Bilingual English Spanish Assessment- Middle Extension (BESA-ME), the Test of Narrative Language (TNL), and the Test of Narrative Language- Spanish experimental version (Spanish TNL) were administered to 129 children ranging in age from 7;0 to 8;11. Convergence between the measures was examined. The results indicated a strong correlation between measures, as well as significant correlation between each measure and children’s ability level (i.e. classification as typically developing or with language impairment). These results present the BESA-ME and the TNL in Spanish and English as promising tools to assess language impairment in a population that traditionally has been a challenge to evaluate.
Cross-language speech perception in context : advantages for recent language learners and variation across language-specific acoustic cues
(2016-05) Blanco, Cynthia Patricia; Smiljanic, Rajka, 1967-; Bannard, Colin; Meier, Richard P.; Quinto-Pozos, David; Echols, Catharine H.; Chandrasekaran, Bharath
This dissertation explores the relationship between language experience and sensitivity to language-specific segmental cues by comparing cross-language speech perception in monolingual English listeners and Spanish-English bilinguals. The three studies in this project use a novel language categorization task to test language-segment associations in listeners’ first and second languages. Listener sensitivity is compared at two stages of development and across a variety of language backgrounds. These studies provide a more complete analysis of listeners’ language-specific phonological categories than offered in previous work by using word-length stimuli to evaluate segments in phonological contexts and by testing speech perception in listeners’ first language as well as their second language. The inclusion of bilingual children also allows connections to be drawn between previous work on infants’ perception of segments and the sensitivities of bilingual adults. In three experiments, participants categorized nonce words containing different classes of English- and Spanish-specific sounds as sounding more English-like or Spanish-like; target segments were either a phonemic cue, a cue for which there is no analogous sound in the other language, or a phonetic cue, a cue for which English and Spanish share the category but for which each language varies in its phonetic implementation. The results reveal a largely consistent categorization pattern across target segments. Listeners from all groups succeeded and struggled with the same subsets of language-specific segments. The same pattern of results held in a task where more time was given to make categorization decisions. Interestingly, for some segments the late bilinguals were significantly more accurate than monolingual and early bilingual listeners, and this was the case for the English phonemic cues. There were few differences in the sensitivity of monolinguals and early bilinguals to language-specific cues, suggesting that the early bilinguals’ exposure to Spanish did not fundamentally change their representations of English phonology, but neither did their proficiency in Spanish give them an advantage over monolinguals. The comparison of adult listeners with children indicates that the Spanish-speaking children who grow to be early bilingual adults categorize segments more accurately than monolinguals – a pattern that is neutralized in the adult results. These findings suggest that variation in listener sensitivity to language-specific cues is largely driven by inherent differences in the salience of the segments themselves. Listener language experience modulates the salience of some of these sounds, and these differences in cross-language speech perception may reflect how recently a language was learned and under what circumstances.
Cross-language treatment of speech sounds disorders in bilingual children
(2019-09-18) Nye, Carlos David; Byrd, Courtney T.; Peña, Elizabeth D; Bedore, Lisa M; Falcomata, Terry S
The purpose of the present study is to explore generalization of knowledge across languages when treating speech sound disorders in bilingual children. Phonological knowledge interacts across phonological systems. Thus, in theory, treating phonetic aspects that are shared across the sounds of differing languages should facilitate target accuracy in each of the child’s phonological systems. Addressing both linguistic systems allows clinicians to support the communication of their clients across linguistic environments. Specifically, this study seeks to answer the question: Can cross-linguistic generalization be facilitated for targets with shared phonetic features in Spanish-English bilingual children with speech sounds disorders? The hypothesis is that shared phonetic features are subject to interactional effects. To test this hypothesis, four bilingual children between the ages of 5;0 – 6;6 with speech sound disorders participated in a phonological intervention with individualized treatment goals. Each child received therapy focusing on the shared features across phonological systems in their home language (Spanish) and their second language (English). Accuracy of targeted sounds was the dependent variable and was assessed within and across languages using a multiple-baseline-across-behaviors, single-subject design. The prediction was that skills targeted in Spanish would generalize into English. The results show concurrent growth across phonological systems when treatment was administered only in Spanish. This study offers insights into how bilingual children categorize shared features across languages and how treatment can be facilitated in one language to promote generalization of skills both internally and externally. The implications affect how we create goals in a clinical setting and support an interdependent model of phonological organization in bilingual children. Future studies may wish to explore reverse directions of generalization and generalization across other language combinations.
Developmental patterns of bilingual grammatical morphemes at various levels of language use
(2013-05) Baron, Alisa; Bedore, Lisa M.
The purpose of this analysis was to define norms for grammatical morpheme development in Spanish for Spanish-English bilingual children ages 4;0-7;6 relative to their use of Spanish. This study uses secondary data analysis based on two existing datasets. Participants included 334 Spanish-English bilingual children that were recruited from school districts in Texas, Utah, and Pennsylvania. Grammatical morpheme accuracy was determined by performance on the BESA (Bilingual English Spanish Assessment) (Peña, Gutiérrez-Clellen et al., in preparation). Percentage of current use of Spanish was estimated based on a parental interview in which parents estimated children language input and output. The average percent accuracy of grammatical morphemes was calculated and analyzed as a function of current use of Spanish and of chronological age. Results show that the percentage of accurately produced morphemes has a general upward trend as Spanish use and age increases. These findings will help define expectations for bilingual children that in turn can inform the development of intervention goals.
Developmental patterns of English grammar in bilingual children
(2013-05) Hunt, Elizabeth Teresa; Penã, Elizabeth D.
Typically developing Spanish-English bilingual children's production of twelve grammatical morphemes was analyzed for accuracy and described as a function of their English mastery, as indexed by mean length of utterance (MLU). Results revealed positive trends in morpheme accuracy as MLU increased. Despite a large degree of between subject variability, the data demonstrated general patterns that were consistent with previous literature, namely that the rate and trajectory of morpheme acquisition differs from monolingual norms, and that particular morphemes are predictably more and less challenging for bilingual children to produce accurately. MLU "cut-points" were suggested based on functional breaks in accuracy for several morphemes.
Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children
(2013-05) Lovgren-Uribe, Samantha Doline; Bedore, Lisa M.
The purpose of this analysis was to define norms for grammatical morpheme development in Spanish for Spanish-English bilingual children ages 4;0-7;6. This study uses secondary data analysis based on two existing datasets. Participants included 334 Spanish-English bilingual children that were recruited from school districts in Texas, Utah, and Pennsylvania. Grammatical morpheme accuracy was determined by performance on the BESA (Bilingual English Spanish Assessment) (Peña, Gutiérrez-Clellen et al., in preparation). Mean length of utterance in words (MLUw) data was collected from language samples. The average percent accuracy of grammatical morphemes was calculated and analyzed as a function of MLUw in Spanish. Results show that the percentage of accurately produced morphemes has a general upward trend as MLUw increases. Clinical and research implications are discussed.
Examining issues of identity and school success among Latina/o high school students in a mariachi band
(2012-12) Neshyba, Mónica Vásquez; Rodríguez, Haydeé Marie, 1955-; Urrieta, Luis; Cantu, Norma; Salinas, Cinthia; Valenzuela, Angela
This qualitative study explores the experiences of Latina/o students in a high school mariachi and how they affect success in school during the course of a year and a half. The main research question is “how does mariachi membership influences ethnic cultural identity perception and schooling experiences for a group of Latina/o high school students?” The study is based on a qualitative research design, incorporating methods from ethnography and case study research and will rely on a sociocultural perspective on identity (Vygotsky, 1978, Holland et. al, 1998, Holland & Lachicotte, 2005) and Chicana feminist theory (Delgado Bernal, 1998) to illuminate the voices of the students and their experiences of mestizaje (Anzaldúa, 1987), or navigating between two cultures. Observations, field notes and ethnographic interviews containing descriptive and structural questions were conducted to understand how mariachi membership influences ethnic cultural identity perception and schooling experiences for a group of eleven Latina/o high school students. The interviews included students from age fourteen to seventeen, the mariachi director and assistant director, and the principal of the high school. Six of the eleven students interviewed participated in follow-up interviews and a focus group, and their experiences will be highlighted in this study.
An experimental approach to phonetic transfer in the production and perception of early Spanish-Catalan bilinguals
(2013-05) Amengual Watson, Marcos; Toribio, Almeida Jacqueline, 1963-; Bullock, Barbara E.
This dissertation examines the production, perception and processing of the Catalan-specific mid-vowel categories (/e/-/[open-mid front unrounded vowel]/ and /o/-/[open-mid back rounded vowel]/) by early Spanish-Catalan bilinguals in Majorca (Spain). The analyses focus on the lexical as well as the segmental levels to analyze cognate effects in the production and lexical representations of these early bilinguals, and they explore how their production and perception abilities are related. This study provides evidence that early and highly proficient Spanish-Catalan bilinguals in Majorca maintain two independent phonetic categories in the Catalan mid-vowel space. The first significant finding is that production patterns in Majorca differ from those previously reported in Barcelona, as the Catalan mid-vowel contrasts are not merging into a single Spanish-like mid-vowel for either Catalan-dominants or Spanish-dominants. Additionally, these bilinguals are not 'deaf' to the Catalan-specific mid-vowel contrasts: both language dominance groups perceive the contrast between the Catalan mid-vowel categories despite the overlap with one phonetic category in Spanish. Even though Spanish-dominant bilinguals as a whole are indistinguishable from Catalan-dominant bilinguals in the perception and production tasks, they are found to have a higher error rate in the lexical decision task. The comparison of the acoustic properties of the target vowels in Catalan cognate and non-cognate experimental items reveals that the production of the mid-vowels is affected by cognate status, and that these cognate effects are also found in the word recognition of aurally presented stimuli. Finally, bilinguals who produced the mid-vowels with a smaller Euclidean distance are more likely than bilinguals who maintain a more robust contrast in their productions to have a higher error rate in the AXB discrimination and lexical decision tasks. The present study contributes to the discussion regarding the organization of early bilinguals' dominant and non-dominant phonetic systems, and implications are considered for cross-linguistic models of bilingual speech production and perception. It is proposed that the exemplar model of lexical representation (Bybee, 2001; Pierrehumbert, 2001) can be extended to include bilingual lexical connections that can account for the interactions between the phonetic and lexical levels of early bilingual individuals.