Guest editorial: Playful literacies across ages and contexts: new horizons for pleasure, affect, and living texts

During the COVID-19 pandemic, educators observed increased student stress and disconnection in formal learning environments, whereas young people turned to playing, gaming and collaborative writing to cultivate connections during this upheaval. Using Thiel's previous theoretical work, Woodard and colleagues explore playful dramatizing, multimodal composing and science learning through one fourth-grade girl's video about food chains. [...]Beauchemin and Qin take up affect as relational and performed forces that emerge from the inbetweenness among people, objects and material and discursive contexts. [...]in "Press Play,” community leader Karl André St-Victor describes how playful practices at Chalet Kent, a community youth center in Montréal, sustain strong senses of belonging and companionship among youth and center staff.

The Italian-Speaking Istria between Pandemic and Infodemic. Some Notes on the Italian of Covid (2nd part)

The global health emergency caused by the covid-19 pandemic has also influenced the linguistic-communicative level, both with respect to the language of the media and in terms of the strategies and choices adopted by decision makers, governments, health authorities, etc., to address the population with information about regulations aimed at behaviors to deal with the moment of danger. In this article, we continue along the line of our previous paper (see Matticchio/Melchior 2021), in which we briefly analysed the information in Italian published on the official websites of the bilingual institutions of the Istrian Region. After a first introduction to the official bilingualim in the Istrian county, we will focus on the Italian of the pandemic by analysing possible divergent (lexical) choices in the Italian of Istria, trying, as far as possible, to understand whether they are due to the influence of Croatian or to other reasons.

Reclaiming the Power of Bilingualism: Spanish Heritage Learners Using Bilingual Skills in a Critical Service-Learning Project

Studies on the application of service-learning with an emphasis on heritage learners are still emerging. Using a critical service-learning approach, I describe how the integration of a service-learning project showed heritage learners of Spanish the need for people with their bilingual abilities. Specifically, I examine the impact of service-learning and critical language pedagogies on students' perception and appreciation (or lack thereof) of their linguistic abilities. A qualitative analysis of self-reported answers to a biographical questionnaire and a final guided reflection, revealed that heritage learners not only gained confidence in their linguistic skills but also advanced their knowledge of the language and cultures while challenging and disrupting inequities that exist in a Latinx community. This study contributes to an emerging literature on the application of critical service-learning approaches to service-learning in heritage language learners' courses by showing the benefits and challenges of incorporating a project that sought mutual benefits for all stakeholders involved. It also contributes to documenting ways to create access to service-learning during the pandemic and how service-learning projects can be incorporated in courses offered virtually only. AATSP Copyright © 2023.

"A sense of where we are in the world": First-year bilingual, bicultural teachers from an alternative route to teaching program

The purpose of this study is to examine the experiences of first-year teachers, recently graduated from an Alternative Route to Teaching (ART) program and hired to teach within Spanish-English Dual-language Immersion strands at local schools. To do so, recordings and observations of classroom practice, teacher interviews, and supplementary data from previous coursework were analyzed to address three questions which arose from literature gaps and during fieldwork, namely, 1) How do graduates from an ART program engage and support their emerging bilingual/multilingual learners during the first year of instruction and across a variety of class modalities? 2) In what ways do graduates from an ART program utilize knowledge of (a) their students, parents, and communities, as well as of (b) their own experiences and trajectories as former paraeducators, school insiders, and across culturally and linguistically diverse backgrounds? and 3) What are the ways in which graduates from an ART program experience and negotiate their first year as teachers in terms of support and identity? Three conclusions were generated as a result. First, the first-year teacher participants engaged their students through a variety of activities and relations which were marked in contrast to typical depictions of first-year practice, notably in how activities were grounded and authentic, and in how teacher-student interactions were adaptive and relational to student needs. Second, participants leveraged a substantial understanding of student and parent backgrounds to build curriculum and in-class supports which were relevant to students' learning needs. Finally, participants were not immune to many of the difficulties seen in the first year of teachers, despite extensive experience with schools as paraeducators, yet showed a practice quite flexible to student and instructional needs during the onset of COVID-19. In sum, participants engaged their first year of practice in ways which outpace much of the narrative literature surrounding first-year teachers, and did so in ways which were grounded in self-knowledge, as well as knowledge of students, school system, and community. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A descriptive case study examining school administrators' perceptions of their role in addressing educational inequities for English learners

The purpose of this qualitative descriptive case study was to examine the lack of equitable educational opportunities for English learners and school administrators' perceptions of their role in addressing inequities in schools that serve English learners. This descriptive case study examined contextualized phenomena within specific boundaries of the urban setting. Descriptive case study data were collected through semi-structured interviews, focus group interviews, and a review of artifacts and documents. The interview data were coded using the keywords in context. By analyzing patterns in the urban school leaders' speech, I gained insight into their perception of their role in addressing inequities. The study results answered the questions, filled the literature gap, and contributed to the growing scholarly work body. The following research questions provided a basis for identifying school administrators' perceptions about addressing educational inequities in schools and their suggestions for other school leaders to interpret and implement English learner policy: What are school administrators' perceptions of their role in addressing inequities in access to and quality of education for English learners? What suggestions do school administrators have to address inequities in access to and quality of education for English learners? What are school administrators' perceptions of how the COVID-19 pandemic exacerbated educational inequities for English learners? The idea of language as a mediator of thought guided the descriptions of the language used by the 10 participants and the themes which emerged. The results are consistent with existing research related to sociocultural theory. The focus group discussions, individual interviews, and documents reviewed were used to triangulate the data collected to confirm the findings. The study findings included the administrators' prior experiences, sociocultural context, and speech, indicating their perception of their role in addressing educational inequities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Drawings + Talk: Capturing the Multimodal Authoring of Emergent Bilinguals through Culturally Responsive Teaching

Hao and Brown explore how a teacher-researcher team created a virtual learning space that embraced culturally relevant/responsive literacy practices and supported multimodal authoring practices for emergent bilingual children during COVID-19. The extenuating circumstances of the pandemic closed many heritage language schools, and there was a need to continue literacy learning for Chinese American children. These factors caused to rethink the best ways to maintain culturally responsive and relevant literacy instruction with young learners in a distance-learning format given the power of this approach to move children toward academic success, cultural competence, and an ability to navigate critical consciousness. Their central question was: How did emergent bilingual children make meaning of stories during a virtual book club driven by culturally responsive literacy practices and a multimodal approach to authoring? In this case, they invited eight children and their parents from Ling's Chinese class to join a virtual book club that met once a week to participate in multimodal authoring surrounding read-alouds of texts connected to Chinese culture and language.

A study of dual-language preschoolers with moderate to severe autism: perspectives and practices of professionals in Boston-area Massachusetts public school districts

The rate of autism continues to increase globally across cultures and languages. Inequities exist in early access to an autism diagnosis and necessary evidence-based education and related services for dual-language children in the U.S. This qualitative dissertation study investigated the perspectives and practices of 10 educators and therapists working in the Boston area of Massachusetts with dual-language preschoolers with moderate to severe autism. Data was collected via semi-structured interviews on Zoom. Practitioners described their commitment to their students and families. Using a social constructivist phenomenological approach, the data analysis of the practitioners' responses resulted in seven main findings. Assessment procedures for special education eligibility determination, monitoring progress, or 3-year-reevaluations did not address the required practice of assessment in the home language. Instructional practices described included early childhood and monolingual special education with little mention of cultural and language factors. Barriers to dual-language instruction were highlighted, leading to the use of primarily monolingual practices in special education and related services. Challenges identified included accessing competent interpreters, the limited availability of early childhood bilingual special education professional development, and rare support from English as a second language (ESL) teachers. Parents' language barriers impacted their understanding of the special education process for their children and led to a delayed start of evidence-based autism services. Priorities for language instruction did not address the social communication needs of dual-language students with autism across settings. Additional barriers were identified regarding student access to appropriate online education and therapy for dual-language preschoolers during the COVID-19 pandemic. A limitation of this study is the research context of the pandemic lockdown, making it challenging to access practitioners and collect data. Recommendations include the development of state standards for teacher preparation and professional development, policy change from monolingual to bilingual early childhood special education, and further research that includes dual-language preschoolers with autism. Using a bilingual special education approach with continuation of the native language and a focus on social communication development across home, school, and communities can support the most significant progress in learning and best quality of life outcomes for dual-language preschoolers with autism and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Analysis of a forced blended-learning program in social sciences higher education during the COVID-19 post-pandemic

PurposeThe main goal of this investigation is to analyze the implementation of a forced blended-learning program in social sciences higher education in a post-pandemic COVID-19 context. To reach that target, the authors suggest two specific objectives (S.O.): S.O.1 To analyze the motivation, the resources and the learning effectiveness of the program. S.O.2 To establish the differences emerged between the participants.Design/methodology/approachThe blended-learning program selected was based on the flipped-classroom model (Krasulia, 2017). The implementation consisted of a 20-min flipped classroom to flexibly follow the theoretical contents through self-elaborated videos uploaded on YouTube and adapted to all kinds of devices, two online theoretical hours driven by the teacher on the Zoom application per week with the whole group to augment explanations and solve doubts and two hours of face-to-face interaction to work cooperatively in small groups of 4–5 students per week. During these practical lessons, the students completed exercises, research reports, oral presentations and a gamification quiz developed each week through the Socrative application to keep the students engaged.FindingsAll the participants agree in very positively valuating the small-group seminars and the teacher's role in the process. This is surely caused because of the pandemic fatigue and the restrictions (Mali and Lim, 2021) that were running during the fall semester of year 2020/2021 when in Spain lived the in-between of the second and third wave of SARS-CoV2. So, as educators and investigators, the authors encourage teachers to incorporate face-to-face interaction elements in forced blended-learning programs, to include seminars in small groups to work cooperatively and to provide the students support and a quick resolution of doubts.Originality/valueThis study provides a significant value in support of a number of studies cited in the study. The study highlights the need for a standardised application of active methods in a standardised way.

Politics of Language in a (Dis)United Ireland/A RESPONSE

Language is pivotal in the areas of human rights protection, good governance, peace-building, reconciliation and sustainable development. A person's right to use his or her chosen language is a prerequisite for freedom of thought, opinion and expression;for access to education and information;for employment;and for building inclusive societies. In the context of a potential political realignment of the island of Ireland, this essay considers the contentious political debates and acrimonious commentary surrounding language, primarily Irish and Ullans, and explores the sharply divided opinions regarding the role and place of language in society: how various attitudes are based on social context, social class and educational attainment, and the extent of the challenge to overcome these in the attempt to create a safe and neutral space in which the multi-layered aspects of the language debate can be addressed in a non-threatening manner. In conclusion, it teases out some of the more intense and extreme aspects, and how they might be addressed.

Social stories for Spanish bilingual children with autism spectrum disorder post COVID-19 quarantine

Living through the global COVID-19 pandemic has caused major disruptions in everyday life. For many children with autism spectrum disorder (ASD), this disruption has impacted academics, mental health, and ASD-related support services. Now, in this post COVID-19 quarantine time, routines are shifting back to pre-COVID-19 life, while individuals are still dealing with the effects of quarantine. Informed by a review of the literature, a compilation of social stories was created for Spanish bilingual children with ASD. The social stories can be used to aid educators and families of children with ASD in teaching self-regulation skills, strategies to manage worry and anxiety, and personal health and hygiene routines in this post COVID-19 quarantine time. Although a core symptom of ASD is social-communication deficits, the literature reveals that bilingualism does not interfere with language development among children with ASD. As such, the social stories are written in English and Spanish to provide accessibility to Spanish-speaking families, as well as promote consistency of information within the Spanish-speaking home and English-speaking school settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Linguistic landscaping in medical settings: English as a de facto language in Jordanian medical spaces

The field of linguistic landscape (LL) is concerned with monolingual and bi/-multilingual patterns and practices enacted on ‘public road signs, advertising billboards, street names, place names, commercial shop signs, and public signs on government buildings' (Landry & Bourhis, 1997: 25). Since the publication of Landry and Bourhis' (1997) research study, much more attention has been paid towards LL research, especially after the appearance of a Linguistic Landscape special issue of the International Journal of Multilingualism 3(1) (2006) (reproduced as the book Linguistic Landscape: A New Approach to Multilingualism [Gorter, 2006]). There has also been increased discussion of specific locations, such as multilingualism in Tokyo (Backhaus, 2007), English in the neighbourhoods of Johor Bahru City in Malaysia (McKiernan, 2019), and Jawi, an endangered orthography in the Malaysian LL (Coluzzi, 2020).

Relative validity of a Diet Risk Score (DRS) for Chinese American adults

ObjectiveThe objective of this study was to evaluate the relative validity of the nine-item Diet Risk Score (DRS) among Chinese American adults using Healthy Eating Index (HEI)-2015 scores. We provide insights into the application of the Automated Self-Administered 24-Hour Dietary Assessment Tool (ASA24) for this population, and report on lessons learned from carrying out participant recruitment during the COVID-19 pandemic.MethodsThirty-three Chinese American adults (mean age=40;36% male) were recruited from the community and through ResearchMatch. Participants completed the DRS and two 24-hour food records, which were entered into the ASA 24-Hour Dietary Assessment Tool (ASA24) by community health workers (CHWs). HEI-2015 scores were calculated from each food record and an average score was obtained for each participant. One-way analysis of variance and Spearman correlations were used to compare total and component scores between the DRS and HEI-2015.ResultsMean HEI-2015 score was 56.7/100 (SD 10.6) and mean DRS score was 11.8/27 (SD 4.7), with higher scores reflecting better and worse diets, respectively. HEI-2015 and DRS scores were inversely correlated (r=−0.43, p<0.05). The strongest correlations were between HEI-2015 Total Vegetables and DRS Vegetables (r=−0.5, p<0.01), HEI-2015 Total Vegetables and Green Vegetables (r=−0.43, p=0.01) and HEI-2015 Seafood/Plant Protein and DRS Fish (r=−0.47, p<0.01). The inability to advertise and recruit for the study in person at community centres due to pandemic restrictions impeded the recruitment of less-acculturated individuals. A lack of cultural food items in the ASA24 database made it difficult to record dietary intake as reported by participants.ConclusionThe DRS can be a valuable tool for physicians to identify and reach Chinese Americans at risk of cardiometabolic disease.

"A sense of where we are in the world": First-year bilingual, bicultural teachers from an alternative route to teaching program

The purpose of this study is to examine the experiences of first-year teachers, recently graduated from an Alternative Route to Teaching (ART) program and hired to teach within Spanish-English Dual-language Immersion strands at local schools. To do so, recordings and observations of classroom practice, teacher interviews, and supplementary data from previous coursework were analyzed to address three questions which arose from literature gaps and during fieldwork, namely, 1) How do graduates from an ART program engage and support their emerging bilingual/multilingual learners during the first year of instruction and across a variety of class modalities? 2) In what ways do graduates from an ART program utilize knowledge of (a) their students, parents, and communities, as well as of (b) their own experiences and trajectories as former paraeducators, school insiders, and across culturally and linguistically diverse backgrounds? and 3) What are the ways in which graduates from an ART program experience and negotiate their first year as teachers in terms of support and identity? Three conclusions were generated as a result. First, the first-year teacher participants engaged their students through a variety of activities and relations which were marked in contrast to typical depictions of first-year practice, notably in how activities were grounded and authentic, and in how teacher-student interactions were adaptive and relational to student needs. Second, participants leveraged a substantial understanding of student and parent backgrounds to build curriculum and in-class supports which were relevant to students' learning needs. Finally, participants were not immune to many of the difficulties seen in the first year of teachers, despite extensive experience with schools as paraeducators, yet showed a practice quite flexible to student and instructional needs during the onset of COVID-19. In sum, participants engaged their first year of practice in ways which outpace much of the narrative literature surrounding first-year teachers, and did so in ways which were grounded in self-knowledge, as well as knowledge of students, school system, and community. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Social stories for Spanish bilingual children with autism spectrum disorder post COVID-19 quarantine

Living through the global COVID-19 pandemic has caused major disruptions in everyday life. For many children with autism spectrum disorder (ASD), this disruption has impacted academics, mental health, and ASD-related support services. Now, in this post COVID-19 quarantine time, routines are shifting back to pre-COVID-19 life, while individuals are still dealing with the effects of quarantine. Informed by a review of the literature, a compilation of social stories was created for Spanish bilingual children with ASD. The social stories can be used to aid educators and families of children with ASD in teaching self-regulation skills, strategies to manage worry and anxiety, and personal health and hygiene routines in this post COVID-19 quarantine time. Although a core symptom of ASD is social-communication deficits, the literature reveals that bilingualism does not interfere with language development among children with ASD. As such, the social stories are written in English and Spanish to provide accessibility to Spanish-speaking families, as well as promote consistency of information within the Spanish-speaking home and English-speaking school settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A descriptive case study examining school administrators' perceptions of their role in addressing educational inequities for English learners

The purpose of this qualitative descriptive case study was to examine the lack of equitable educational opportunities for English learners and school administrators' perceptions of their role in addressing inequities in schools that serve English learners. This descriptive case study examined contextualized phenomena within specific boundaries of the urban setting. Descriptive case study data were collected through semi-structured interviews, focus group interviews, and a review of artifacts and documents. The interview data were coded using the keywords in context. By analyzing patterns in the urban school leaders' speech, I gained insight into their perception of their role in addressing inequities. The study results answered the questions, filled the literature gap, and contributed to the growing scholarly work body. The following research questions provided a basis for identifying school administrators' perceptions about addressing educational inequities in schools and their suggestions for other school leaders to interpret and implement English learner policy: What are school administrators' perceptions of their role in addressing inequities in access to and quality of education for English learners? What suggestions do school administrators have to address inequities in access to and quality of education for English learners? What are school administrators' perceptions of how the COVID-19 pandemic exacerbated educational inequities for English learners? The idea of language as a mediator of thought guided the descriptions of the language used by the 10 participants and the themes which emerged. The results are consistent with existing research related to sociocultural theory. The focus group discussions, individual interviews, and documents reviewed were used to triangulate the data collected to confirm the findings. The study findings included the administrators' prior experiences, sociocultural context, and speech, indicating their perception of their role in addressing educational inequities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown.

Aim: This study explores how bilingual parents of autistic children made language decisions for their families, how the event of the SARS-CoV-2 pandemic and subsequent lockdown impacted the communication environment of their households, and whether these experiences affected their language habits. Method: Semi-structured interviews were conducted with five bilingual parents of autistic children who lived through lockdown in France. Data were analysed using interpretative phenomenological analysis. Demographic and background information was collected using an adapted version of the Questionnaire for Parents of Bilingual Children. Results: Participants reported conflicting advice given by a range of practitioners. Parents expressed differing beliefs about the impact of language choices on their children. Parents described active engagement with their children's home-learning as generally positive. Parents identified an increase in children's exposure to their first language during the lockdown. Parents reported an increase in children's overall communication abilities. Conclusion: Parents believed that their children's positive communication development during lockdown was related to increased exposure to their first language(s), and direct involvement in their children's learning programs.

The linguistic Odyssey of Russian-speaking immigrants in Canada

Aims and objectives/purpose/research questions: Very little is known to date about the long-term dynamics of balancing home and dominant languages by adult immigrants. Russian-speaking immigrants in Canada remain an underrepresented group with no available studies of their language development. To address these gaps, this article describes a linguistic journey experienced by Russian-speaking immigrants in Canada as they adapt to the life in the host country. The major objective of the study is to examine the importance of learning the host country's majority languages (English and French) vis-a-vis maintenance of the home language as seen by the participants in the beginning and after a few years of immigration. Design/methodology/approach: The article reports the results of a mixed-methods study involving an online survey and written narratives about language dynamics in immigration. Data and analysis: One hundred Russian-speaking immigrants from nine countries residing in seven Canadian provinces participated in the study. The analysis involves quantitative comparisons of responses involving correlation and chi-square tests as well as qualitative descriptions of the participants' linguistic experiences. Findings/conclusions: The results indicate that over the time since immigration, the importance of the English language learning decreases, and the importance of Russian language maintenance increases for the participants, whereas the salience of acquiring French remains unchanged. Originality: The new finding is the trajectory of the relationship between the participants' interest in the home language and culture maintenance and host languages and cultures learning over the years of immigration. Significance/implications: These results align with the authors' linguistic equilibrium hypothesis of language dynamics in immigration. The implications of the study involve long-term support of linguacultural needs of immigrant communities. Limitations: The research conducted during COVID-19 was limited in methods and would benefit from in-person interviews in future. Expanding the project to other immigrant groups for comparison is another direction for future research.

Validation and Reliability of a Scale for COVID-19 Stigma-Discrimination on General Population in Greece

Covid-19 disease, became a source of stigma discrimination not only in affected people but in health professionals also, who come in direct contact with the disease daily. The study aimed to validate a scale which quantifies COVID-19 stigma-discrimination for health professionals in Greek General population. Permission was obtained from Professor Adalberto Campo-Arias to use the scale for COVID-19 stigma-discrimination. A total of 35 questionnaires were completed by the general population. The findings of this study suggest that this scale can be used to quantify stigma-discrimination toward general population.

Stories of Our Elders: Creating an Online Space to Safeguard Our Stories in Response to Anti-Asian Xenophobia

Storytelling, through the visual and theatrical arts, spoken word, and written texts, has always provided a way for individuals and communities to make sense of the present moment and to envision just futures. Asian American communities throughout the nation have responded to xenophobia and racialized violence through theater, art, and collective storytelling. Here, Mehta et al share lessons from an intergenerational storytelling series designed to offer a space of safety, trust, and healing during a period marked by heightened anti-Asian xenophobia.

The effect of bilingual proficiency in Indian English on bilabial plosive

Background: Bilingual speech production studies have highlighted that level of proficiency influences the acoustic-phonetic representation of phonemes in both languages (MacKay, Flege, Piske, & Schirru 2001;Zarate-Sandez, 2015). The results for bilingual speech production reveals that proficient/early bilinguals produce distinct acoustic properties for the same phoneme in each language, whereas less proficient/late bilinguals produce acoustic properties for a phoneme that is closer to the native language (Flege et al., 2003;Fowler et al., 2008). Acoustic-phonetic studies for Hindi (L1) and Indian English (L2) for bilingual speakers have been understudied, and the level of proficiency has not been considered in Hindi and Indian English bilingual speakers. The present study aimed to measure the acoustic differences produced by bilingual speakers of varying proficiencies for Indian English on bilabial plosive and determine how the bilabial plosives are different from American English bilabial plosives.Methods: The sample size for this study was twenty-four. However, only twenty participants (eleven females) between the ages of eighteen and fifty, with normal speech and hearing, were recruited. The lack of recruitment of four more participant was due to the inability to find bilingual speakers who spoke Hindi as their first language and Indian English as their second language and COVID-19 restrictions imposed on recruitment (n=4). The participants were divided into three groups based on language and proficiency: a monolingual American English group, a proficient bilingual Hindi-Indian English group, and a less-proficient bilingual Hindi-Indian English group. The bilinguals were divided into a proficient and less proficient group based on the Language Experience and Proficiency Questionnaire (Marian, Blumenfeld, & Kaushanskaya, 2007). Following the screening, participants took part in a Nonword Repetition Task. Data were analyzed using Praat and Voice Sauce software. A linear mixed-effects model using R statistics was used for the statistical analysis.Results: Data from 20 participants (seven proficient bilingual speakers, five less-proficient bilingual speakers, and eight monolingual speakers) were included in the data analysis. Approximately four thousand repetitions were evaluated across the remaining participants. There were no significant main effects across the four dependent variables, but there was an interaction effect between group and phoneme on two dependent variables. The closure duration for proficient bilingual speakers compared to less-proficient bilingual speakers were significantly different between the voiceless unaspirated bilabial plosive (VLE) and voiceless aspirated bilabial plosive (VLH), as well as voiced unaspirated bilabial plosive (VE) and voiced aspirated bilabial plosive (VH). For spectral tilt, there was a significant difference between the VLE and VLH for proficient bilingual speakers compared to less proficient bilingual speakers.Discussion: The results of this study suggest that proficient bilingual speakers have faster rate of speech in both their first and second language. Therefore, it is difficult to provide information on whether this group has separate acoustic-phonetic characteristics for each phoneme for each language. In contrast, the less-proficient bilingual speakers seem to have a unidirectional relationship (i.e., first language influences the second language). Furthermore, the results of the acoustic characteristics for the control group i.e., monolingual American English speakers suggest that they may have acoustic-phonetic characteristics that represent a single acoustic-phonetic representation of bilabial plosive with their voicing contrast. (PsycInfo Database Record (c) 2022 APA, all rights reserved)