Implications of Research on Bilingual and Polyglot Aphasia :: Essays Papers

Implications of Research on Bilingual and Polyglot Aphasia Research conducted on bilingual and polyglot aphasics has brought interest into the field of linguistics mainly because of its contribution to L2 research, especially in providing explanations for the organization of distinct languages in the brain. Since there exists such a variation between individual cases, the most important thing to come out of this research is a set of factors involved in these aphasia cases as well as theories emerging from research. Some of these factors include: the language environment in which the aphasic recovers, influence of the L1, language mixing, brain lateralization for language, and the question of whether structurally similar languages follow a similar pattern of deficits and recovery. The main pathological implication—determining what is missing or misplaced inside a bilingual or polyglot aphasic’s brain—also shares importance with determining how different languages are structured in the brain. The history of research on bilingual aphasia into the 20th century begins with the work of two Frenchmen at the end of the 19th century by the names of Ribot and Pitres. Ribot wrote his paper, Les maladies de la memoire, in 1881 (Lebrun 12). Pitres, using seven polyglot aphasic patients as the basis for his work, published Etude sur l’aphasie des polyglottes in 1895 (Lebrun 11). Ribot’s conclusion about recovery in polyglot aphasics is known as Ribot’s rule, which basically states that L1 will recover more than any L2’s. Pitres’ rule, built off of Ribot’s, takes a different approach in saying that the language used most often â€Å"pre-morbidly†(i.e. before the onset of aphasia) is the one which will be regained the fullest, irregardless of that language being an L1 or L2. Various individual cases have cropped up which match both theories, so further research has attempted to explain variances in recovery of specific languages through other means. Also, after Pitres, the research focus became more one of examining deficits in syntax and morphology in an attempt to explain brain construction, and less of an analysis of â€Å"interesting language recovery† in these patients. Examining Theoretical Issues Another important component of the study of polyglot aphasia came with the distinction between compound and co-ordinate bilingualism, as examined by Lambert and Fillenbaum (1959). Although the state of being a â€Å"bilingual† is a hazy one, the distinction between the two concepts comes with the context of acquisition.

I Would Like to Be Remembered

Do you want to know what teenagers worry about the most? I feel like teenagers worry about either relationships or appearances. I worry about a lot of things like my grades, relationships, family, friends, and my education. I worry about my grades because I want to have an awesome G. P. A and I want to go to college. Relationships are one of the things I worry about because I feel like If I get Into a relationship It would go wrong. Also I feel like I would regret getting Into one with that person. I worry about family and friends the most because they are my number one poorly In fife.My motto Is family and friends before anything and anyone. The reason I worry about my education is because I want to the University of Los Angels California or Norfolk State university when I graduate high school. That Is my mall goal which Is to graduate and go to a nice college of my choice or with a scholarship. School and family are the main things that I worry about the most and I will always worr y about school until I am done. I will always worry about my family and friends. My best friend is India Gregory. She is my best friend because she was one of the arils that helped me find my classes on my first day at Semiskilled.We have that type of bond like I consider her my sister and whenever we are on the phone she talks to my sister too. We all joke around and Joke each other. We tell each other everything it does not matter what it is. I do think that our friendship will last after high school. We are unbreakable. Yes, India has influenced me. One day we were on the phone and I told her about my relationship problems. I would stay in a relationship even though I was not happy with that person. She told me that it can affect me more because I would be hurt hill I was pretending to still like this person.So she taught me to love myself before I love anybody. She is my best friend for life because she is the one girl that I can see myself hanging out with out with in my adult years. We have been through a lot with girls trying to break up our friendship. One thing that they do not know is that we will never stop being friends. It does not matter what happens I would choose her over anything. She is like my blood sister. Blood is thicker than water. I love her with all my heart I Would Like to Be Remembered By Pià ±atas re one of the things I worry about because I feel like if I get into a relationship it would go wrong.Also I feel like I would regret getting into one with that person. I worry about family and friends the most because they are my number one priority in life. My motto is family and friends before anything and anyone. The reason I worry about my education is because I want to the University of Los Angels California or Norfolk State University when I graduate high school. That is my main goal which is to my sister too. We all Joke around and Joke each other. We tell each other everything it

French Accent Homographs

You may not realize it, but French accents have a purpose. While some accents just signify that an S used to follow that vowel in Old French (e.g., à ©tudiant used to be spelled estudiant), most French accents indicate the correct pronunciation of the letter they modify. In addition, there are dozens of French word pairs which are spelled (though not always pronounced) the same other than accents. To avoid confusion, you should always distinguish between these words by using the correct accents. Note: It is grammatically acceptable to leave accents off capital letters. However, since missing accents may cause confusion in pronunciation and meaning and are technically spelling mistakes, I feel that one should always write with accents. a - third person singular of avoir (to have)à   - (preposition) to, at, inacre - acreà ¢cre - (adjective) acrid, pungentà ¢ge - ageà ¢gà © - (adjective) oldaie - first person singular subjunctive and second person singular imperative of avoiraà ¯e - (interjection) oucharrià ©rà © - (adjective) overdue, backward; (noun) backlog, arrearsarrià ¨re - back, stern, rear, aftbronze - bronze objectbronzà © - past participle of bronzer (to tan, bronze)à §a - (indefinite demonstrative pronoun) that, ità §Ãƒ   et là   - here and therecolle - gluecollà © - past participle of coller (to glue)congres - eelscongrà ¨s - conference, congresscote - quotation, quoted value, ratingcotà © - highly thought of / rated (past participle of cà ´ter)cà ´te - rib, slope, coastlinecà ´tà © - sidecrà ªpe - crepe (thin pancake), crepe papercrà ªpà © - past participle of crà ªper (to backcomb, crimp)cure - cure, treatmentcurà © - priest; past participle of curer (to clean out)de - (preposi tion) of, fromdà © - thimble, diedes - (indefinite article, partitive article) some; contraction of de lesdà ¨s - (preposition) fromdiffà ©rent - differentdiffà ¨rent - third person plural conjugation of diffà ©rer (to differ)du - contraction of de ledà » - past participle of devoir (to have to)-e vs à ©At the end of -er verbs, the accent is the difference between the first and third person singular present tense and the past participle-e - à ©tudie, parle, visite-à © - à ©tudià ©, parlà ©, visità ©entre - (preposition) betweenentrà © - past participle of entrer (to enter)es - second person singular of à ªtre (to be)à ¨s - contraction of en lesà ªtes - second person plural of à ªtreà ©tà ©s - summerseut - third person singular passà © simple of avoireà »t - third person singular imperfect subjunctive of avoirferme - farmfermà © - past participle of fermer (to close)fut - third person singular passà © simple of à ªtrefà »t - third person singular imperfe ct subjunctive of à ªtre gà ¨ne - genegà ªne - trouble, bother, embarrassmentgà ªnà © - (adjective) short of, embarrassed; past participle of gà ªner (to bother) grade - rank, degreegradà © - officerhaler - to haul inhà ¢ler - to tanillustre - illustrious, renownedillustrà © - illustratedinfecte - (fem adjective) revolting, filthy, obnoxiousinfectà © - infected, contaminatedinterne (adj) internal, inner; (noun) boarder, interninternà © - inmate (of a mental hospital), internee (politics)jeune - (adjective) youngjeà »ne - fastingjuge - judgejugà © - past participle of juger (to judge)la - (definite article) the; (direct object pronoun) her, itlà   - (adverb) therelevà © - survey; past participle of lever (to lift, raise)là ¨ve - first and third person singular of lever (applies to many stem-changing verbs)liquide - liquidliquidà © - past participle of liquider (to settle, pay; to liquidate, sell off; [inf] to finish off)mais - (conjunction) butmaà ¯s - cornmarche - walking, step, stairmarchà © - market; past participle of marcher (to walk, march; to work)masse - massmassà © - past participle of masser (to assemble, mass, group)ma t - checkmate; (adjective) matte, dullmà ¢t - mast, polemater - to subdue; (familiar) to ogle; to caulk; (familiar noun) mom, mummà ¢ter - to mastmà ©mà © - (baby talk) grannymà ªme - (adverb) samemeuble - piece of furnituremeublà © - (adjective) furnishedmodelà © - contours, relief; past participle of modeler (to model, shape, style, mold)modà ¨le - model, designmur - wallmà »r - (adjective) ripenotre - (possessive adjective) ournà ´tre - (possessive pronoun) oursnuance - shade, hue, slight difference, nuancenuancà © - (adjective) qualified, balanced, nuanced; past participle of nuancer (to shade, qualify, nuance)ou - (conjunction) oroà ¹ - (adverb) wherepà ¢te - pastry, paste; pà ¢tes - pastpà ¢tà © - pà ¢tà ©pà ©chà © - past participle of pà ©cherpà ªche - peach, fishingpà ©cher - to sinpà ªcher - to fishpà ©cheur - sinnerpà ªcheur - fishermanprà ªte - (feminine adjective) readyprà ªtà © - past participle of prà ªter (to lend)rate - spleenratà © - p ast participle of rater (to fail, miss)relà ¢che - rest, respiterelà ¢chà © - loose, laxreste - rest, leftoverrestà © - past participle of rester (to stay)retraite - retreat, retirementretraità © - retired person; past participle of retraiter (to reprocess)rot - belch, burprà ´t - (archaic) roastroue - wheelrouà © - (adj) cunning, sly; un rouà © - cunning/sly person; past participle of rouer (to beat/thrash)roule - first and third person singular of rouler (to wheel/roll along)roulà © - curved, rolledsale - dirtysalà © - saltysinistre (adj) gloomy, sinister; (m noun) accident, disaster, damagesinistrà © (adj) stricken, devastated; (m noun) disaster victimsublime - sublimesublimà © - sublimatedsuicide - act of suicidesuicidà © - victim of suicidesur - (preposition) onsà »r - (adjective) suretache - mark, spot, staintà ¢che - taskvalide - able-bodied, fit, validvalidà © - validatedvide - emptyvidà © - worn out; past participle of vider (to empty; to wear out)votre - ( possessive adjective) yourvà ´tre - (possessive pronoun) yours