Persona: Chamorro Galán, María Gloria
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Chamorro Galán
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Publicación Nativeness, social distance and structural convergence in dialogue(Taylor & Francis, 2021-04-29) Kim, Christina S.; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347This study extends the logic of prior studies showing phonetic convergence between interlocutors to the structural domain. We ask whether listeners’ adaptation of the syntactic forms they produce depends on their perceptions about their interlocutor's social proximity and linguistic competence, using structural priming as a measure of convergence. Two experiments compared structural priming in dialogues between native British English speakers and (i) other native British English speakers, (ii) native speakers of North American English, and (iii) non-native speakers of English, to assess to what extent interlocutor characteristics influence structural convergence in dialogue. Our findings suggest that rates of structural convergence depend both on a speaker's pre-existing structural biases for particular verbs, and their perception of (linguistic or social) similarity to their interlocutor. This suggests that low-level mechanisms underlying structural convergence may be mediated by beliefs about how interlocutors are socially situated with respect to each other.Publicación Exploring ESOL teachers' perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK(El Gruyter, 2023-06-01) Chamorro Galán, María Gloria; Garrido Hornos, María del Carmen; Vazquez Amador, María; https://orcid.org/0000-0002-3030-5409; https://orcid.org/0000-0003-3861-1491The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers’ perspectives on the main language learning challenges (e.g. lack of first language literacy) and motivations (e.g. accessing education/jobs) experienced by these learners, as well as the main challenges faced (e.g. lack of equipment) and techniques used (e.g. tailored materials/methods) by our respondents. The present paper presents these findings and any correlations found between the teachers’ responses and their background or their students’ profile, and discusses some implications for language teachers, teacher educators, and policy makers to support refugee students’ language learning more successfully.Publicación Structural convergence in spoken English discourse(ExLing Society, 2021) Kim, Christina S,; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347This study extends the logic of prior studies showing phonetic convergence between interlocutors to the structural domain. We ask whether listeners’ adaptation of the syntactic forms they produce depends on how they perceive their interlocutor on measures of interpersonal similarity. Structural priming was used to assess the extent in which interlocutor characteristics influence structural convergence in dialogues between native speakers of different varieties of British English (Lancashire and South-East). Our findings suggest that structural priming is mediated by a speaker’s perception of their similarity to their interlocutor, as assessed based on sociolinguistic cues.Publicación Does Bilingual Education Benefit the Social and Cognitive Development of Monolingually-Raised Children? Evidence from a Longitudinal Study(Cascadilla Press, 2021) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999Publicación Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education(Taylor and Francis, 2020-08-06) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social and cognitive skills of Spanish children educated bilingually yet raised monolingually to explore (a) whether bilingual education alone confers advantages, and (b) whether greater second language exposure is key to producing them. It compares three groups of monolingually-raised children in their first year of primary education (i.e. 6–7 years old): one group educated in mainstream ‘monolingual’ education, one group enrolled in English-Spanish bilingual education with a ratio of 40–60 English-Spanish exposure, and one group enrolled in English-Spanish education with a ratio of 30–70 English-Spanish exposure. After one year of primary education, children attending bilingual education scored significantly higher than monolingual children on a sub-set of cognitive (selective attention; response inhibition) and social (communication; co-operation) skills, with the higher exposure bilingual school outperforming the lower exposure bilingual school on some of these measures.Publicación Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development(Elsevier, 2023) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999Our longitudinal study examined the cognitive and linguistic development of bilingually-educated, yet monolingually-raised, Spanish children, exploring (a) whether bilingual education procured a bilingual advantage, (b) whether greater L2 exposure was key to producing it, and (c) how development proceeded over time. We compared three groups of children in Years 1 and 2 of primary education in Spain: one attending monolingual education (MON), and two attending English-Spanish bilingual education, where one group received higher exposure (HiEx) and the other lower exposure (LoEx) to English. Children were tested in their schools on attention and L1 and L2 vocabulary skills, as well as several background measures. Across both years, the groups differed in their English vocabulary: HiEx outperformed LoEx and MON (p < 0.001), and LoEx outperformed MON (p = 0.02) but there were no differences in the children's L1 vocabulary scores. After one year of schooling, bilingually-educated children scored higher than MON on certain cognitive skills (interference suppression, p < 0.001; response inhibition, p = 0.02) but these differences did not materialise after a second year. The present paper combines these results from our two previously published studies with other current literature on educational bilingualism into a discussion on how future work on this population could progress.Publicación Socially-mediated linguistic convergence and perceptions of social proximity(Taylor and Francis Group, 2024-11-20) Kim, Christina S.; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347Structural priming – the tendency to re-use syntactic forms after exposure to those forms – fits into a broader pattern of convergence between interlocutors at various linguistic levels. While sentence-level convergence is often explained in terms of cognitive mechanisms like implicit learning, recent work suggests that it can function to manage social distance with an interlocutor, as has been demonstrated for phonetic accommodation. Two experiments are presented that show that structural convergence is mediated by a speaker’s perception of their social proximity to their interlocutor, and that these perceptions themselves can shift over the course of a conversation.Publicación ESP for Tourism: Does It Meet Employers’ Needs and Prepare Students for the Workplace?(Springer International Publishing, 2021) Chamorro Galán, María Gloria; Vázquez Amador, María; Garrido Hornos, María del CarmenThis chapter focuses on English for Specific Purposes (ESP) for tourism and investigates whether the content and skills taught to students enrolled in tourism degrees in Spain actually prepare them for the workplace and meet the needs of their future employers. In order to do this, the ESP courses offered by all Spanish universities with an undergraduate degree in tourism were reviewed and the main topics, functions, and skills were extracted. With the information gathered, an online questionnaire was designed and sent to different tourism companies in Spain, including accommodation businesses, cultural and active tourism companies, travel and event organisation agencies, and tourist information centres. In this questionnaire, employers were asked to answer a series of questions relating to the use of English in their companies and assessing how prepared tourism students are to perform the different functions highlighted in the ESP syllabi in the workplace. The results from this survey will be presented and discussed with the aim of informing ESP curriculum and materials developers, as well as teachers, to tailor courses, materials, and lessons that prepare tourism students to graduate with an English competence that allows them to successfully perform in their future careers.Publicación Incidental learning of collocations through reading an academic text(El Gruyter, 2024-07-15) Viña, Inés de la; Kim, Christina S; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347This study investigated the incidental learning of collocations in two reading modes (reading-only (RO), reading-while-listening (RWL)), taking into account additional learner- and collocation-related predictors of learning (e.g., congruency). An academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. Sixty-eight advanced Spanish EFL learners read a text containing 14 target collocations, in the RO or the RWL condition. Learning gains were measured in terms of form recall and form recognition. Results showed that collocations can be learnt incidentally from reading. While reading mode did not influence learning, congruency and prior vocabulary knowledge improved form recall, emphasising the importance of features specific to individual learners and collocations for vocabulary learning.