A5042499369- EFL/ESL Teaching and Learning
- Second Language Acquisition and Learning
- Neurobiology of Language and Bilingualism
- Language, Metaphor, and Cognition
- Action Observation and Synchronization
- Text Readability and Simplification
- Multilingual Education and Policy
- Emotional Intelligence and Performance
- Interpreting and Communication in Healthcare
- Second Language Learning and Teaching
- Reading and Literacy Development
McGill University
2023-2025
Centre for Research on Brain Language and Music
2024
Abstract This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university‐level advanced learners native speakers of representing 19 countries. The database also includes estimates rate seven component skills English, including vocabulary, spelling, grammar, as well rich demographic language background data. We first demonstrate high reliability for ENRO tests their convergent validity with existing...
Previous research on attitudes towards mathematics has mostly been assessed in a single language. We examined whether math differ by language multilingual younger adults (ages 18-25). Furthermore, we evaluated the relationships between attitudes, verbal memory, and calculation fluency this sample. Eighty-seven French-English young self-reported their using Mathematics Anxiety Scale-Revised (Bai et al., 2009) both English French. Participants also fluency, general proficiency Results showed...
Abstract We affirm the utility of integrative modeling, according to which it is advantageous move beyond “one-at-a-time binary paradigms” through studies that position themselves within realistic multidimensional design spaces. extend modeling approach a target domain with we are familiar, consequences bilingualism on mind and brain, often referred as “bilingual advantage.” In doing so, highlight work from our group consistent modeling.
Abstract People are often asked to self-evaluate their abilities, and these evaluations may not always reflect objective reality. Here, we investigated this issue for bilingual adults’ self-evaluations of language proficiency usage. We specifically examined how people’s self-reported solidarity impacted first- (L1) second-language (L2) self-evaluations, while statistically controlling performance (i.e. LexTALE). also whether impact varied value-laden (e.g. “good” am I at my L2) vs....