The main purpose of this study is to examine if bilingual Turkish (Azerbaijani) speaking students would react differently from the Persian monolingual students to the 3rd language.Research on cognitive and metalinguistic abilities of bilingual children seems to lead to the conclusion that bilinguals might benefit more from having this specific learning experience. This theory thus generated the following research question & research hypothesis:Research Question: What is the effect of Bilingualism on the 3rd language learning?Research Hypothesis: Bilinguals would learn a third language in a different and more efficient way than monolinguals and this would be reflected in the learners written performance.Two groups of bilingual and monolingual participants, 10 students in each group were chosen randomly as the participants of this study. A number of grammatical judgment, translation and essay writing tests were administered after ten sessions of instruction on some aspects of language development. The results of the statistical analyses supported our hypothesis that there was significant difference between the bilinguals and monolinguals performances.This paper concludes that, in learning L3, bilinguals derive more benefit from their special learning experience of L2 language than monolinguals with the help of their better developed metalinguistic awareness.

This paper explores the phenomenon of bilinguality and discusses its various modes and dimensions in relation to communication and to the practice of interpreting. Dimensions proposed by different researchers in the field as well as the three types of Bilingualism as discussed by Weinreich (1953) are thoroughly reviewed. The paper concludes making five recommendations in connection with training interpreters and the degree of bilinguality of would-be interpreter trainees.

Individual and social Bilingualism are widespread across the world with the latter being even more common. Educational systems may have different approaches toward the issue. One approach is bilingual education in which the medium of instruction is a language different from the child's mother tongue. This article discusses the problems resulting from this education policy, reviewing the other nations' experiences. Finally, the paper deals with the necessity of considering the issue from an equity-oriented point of view in our own country and also considers potential opportunities which could be resulted from including the pupils' first language in the curriculum at the primary educational level.

Bilingualism is associated with structural adaptations of subcortical regions taking part in controlling multiple languages. The thalamus is a paired gray matter structure located near the center of the brain, regulating the information transmission to cortical regions. In a recent fMRI study, the sensitivity of the thalamus to grammatical and ungrammatical stimuli has been shown at whole-brain level in the first language (L1) of bilinguals. This study explored the activation patterns of bilateral thalamus in both L1 and L2 using a ROI-based approach. To do so, the percentage of signal change for grammatical and ungrammatical stimuli in L1 and L2 was extracted as the intensity measure per participant. Thirty-six Turkish-Persian bilinguals (21 women) who had acquired their L2 at the age of 7 were selected. Based on the Bilingual Dominance Scale, there was no significant difference between the proficiency level of participants in L1 (Turkish) and L2 (Persian). Participants carried out an auditory grammaticality judgment task in an alternating language switching paradigm while fMRI images were acquired. ROI-based results confirmed the grammaticality effect only in L1 and the left thalamus. Considering that L1 was the dominant language in this study and gave rise to larger reversed language dominance effects, it was suggested that the engagement of the thalamus in L1 is not associated with syntactic processing but instead may exert an overall monitoring and control function for language-specific cortical activities.

This paper aims to address a number of issues with respect to Bilingualism and second language education. It starts with an emphasis on the fact that Bilingualism is a common phenomenon in the world and that it can be studied both as an individual and a societal phenomenon. Next, it deals with reasons why some societies become bilingual. Afterwards, it introduces various bilingual education programs in North America followed by a number of guidelines for more effective teaching in these classes. Finally, it calls for incorporation of a course in sociolinguistics into the curriculum of teacher training programs.

The Republic of Tatarstan is one of Russia’ s regions, situated in its central part. This region is famous for its Bilingualism and tolerant language policy. The two main languages of the Republic are equal in importance and rights. In this paper, we decided to study the origins of the Bilingualism of the republic, the current language situation in the region, including the state policy and perspectives of both languages. To understand the origins of Bilingualism, we studied the history of the region and its relationship with the Russian state. To evaluate the current situation, we studied statistic information from Russian Census 2010 (the newest one), local laws concerning language policy, media sources and relevant researches.

Background and Aim: In spite of the effect of the left hemisphere domination on first language acquisition in human, studies suggest activities and the role of both hemispheres in learning second language. Therefore learning a second language requires more communication between the two hemispheres. Regarding the role of the corpus callosum as the only data-centric interface between the two hemispheres, the aim of this study was to evaluate and compare the volume of the corpus callosum in monolingual and bilingual individuals.Methods: This cross-sectional study was conducted on 24 samples, 16 simultaneous bilinguals (eight Kurdish-Persian, eight Turkish-Persian) and eight monolinguals with age range of 18 to 30 years, all right handed, and in equal numbers in both sexes (female and male), volume of corpus callosum determined by MRI. Data was analyzed by parametric and non-parametric statistical tests.Results: The volume of corpus callosum is smaller in monolinguals in comparison with bilinguals, in which a significant difference was observed (p=0.04).Conclusion: According to the language data transmission and the rate of processing by the corpus callosum between two hemispheres, it seems for improving the quality of aural rehabilitation, the findings of present study will be useful before performing programs like auditory training, language learning, and by development of neuroplasticity which is often decoded by stimulus that occur in the hemisphere in contrast to the dominant hemisphere.