 Okay. Okay. So, hi everyone, I'm Xi, I'm from Queens University, Bill Foster. I'm very glad to host this session for you. And I have a co-hosting this session, Hasan is also here. And it's my great honor to welcome Professor David Burt Song from the University of Texas at Austin, and Dr. Mark Emengel from the University of California, Santa Cruz, who will present Open Scholarship using the bilingual language profile. So now let's welcome them. Thank you. Thank you so much for having us. On behalf of myself and Mark, as well as the coral team, we're very grateful to be here. The bilingual language profile BLP is an instrument to measure dominance. And so if we go to the next slide, we'll talk about what dominance is. It's asymmetries of skill and or use of one language over the other. And at the level of the individual bilingual this asymmetry can play out in speaking or reading more words per minute than the other and more frequent everyday use of one language over the other ease of processing in one language piece of the other. And these examples illustrate the relativistic nature of dominance within the individual bilingual relativity also applies across individuals. So, for example, one Spanish English bilingual can be more dominant in Spanish than another Spanish English bilingual. And so these examples also suggest that dominance should be understood as a gradient continuous construct so a bilingual is not simply dominant in one language or they are dominant in that language to a certain measurable degree assessments of dominance such as the BLP bilingual language profile assigned numerical values or dominance indices to the degree of dominance at the level of the individual. The BLP is an easy to use open source, no cost assessment instrument that yields global indices of dominance in one language over the other. And this is our 10th year anniversary we developed the BLP back in 2012 and since then it's been supported hosted and disseminated by Coral Center for Open Educational Resources and Language Learning at UT Austin. And with this instrument bilingual self assess for each of their languages on 19 questions covering four modules, language history language use language proficiency and language attitudes next slide. The BLP is available in 20 different language versions ranging from Arabic to Turkish. And we have taken those languages and paired them. We have 27 different language pairing such as English, Spanish and Spanish English and when responding the respondents choose the language of the questionnaire. Future users have been invited to translate and pair their BLP items and they have done this a lot as you'll see in the examples there that we have recognized and acknowledged the developers. On the next slide we have a couple of just illustrations of what the instrument looks like the starting pages bio information next page. The next page is language history so we're talking about what age you start learning, start feeling comfortable how many classes you have had in the language, where you've lived family work environment and so forth next slide. Language use we asked people to talk about what they do in the average week with friends with family at school and work, often do you talk to yourself, how often do you count these languages next slide. And the profession say they self rate on four skills. Language attitudes. This has turned out to be very important for us about how do you feel when you're using these languages, do you feel like yourself do you identify with the culture is it important for you to behave, or, or use language like a native speaker. I want others to think that I am a native speaker, one of the other languages. Next slide. To summarize the BLP includes items that are based on skills these are dimension based items items that are domain based related to use and items that relate to attitude and identity. You can break out these dominance assessments by modules or use them globally as a composite index and if you do the scoring takes score for language a subtracts language before you get the global index, ranging from minus to 18 to minus to 18 where zero is perfect balance. BLP can be administered with pencil and paper, or with online Google and online Google will take your scores and calculate them automatically for you. And the BLP BLP has been validated against other bilingual dominance instruments. Next slide. Thanks. And just to set us up for what we're talking about in terms of open scholarship. For example, the BLP has been used in participant screening and sorting in areas such as by little aphasia in terms of cross linguistic morphosentactic priming scores and BLP. And here's where we're talking about the BLP in earnest today are found to be predictive of outcomes across a variety of fields and disciplines and domains of research and relating to diverse and compelling research questions. And here we have a start of a sample. Next slide. So, I, what I've done here is taken the, the screenshot of articles, which you'll see illustrate the diversity of application of the BLP. We have, if you look closely, titles of journals, ranging from bilingualism to phonetics to brain sciences on this slide. Excellent. In this slide we see that journals of neurolinguistics are coming into play. Let's see the International Journal of Bilingualism on the right, experimental brain research. Here we're talking in fact about British Sign Language in a very recent article. In another journal of cognitive, cultural cognitive science, we have syntactic prediction in L1 processing, frontiers in psychology, linguistic and cognitive effects of bilingualism. Another journal on cognition and motion where semantic generalization of fear conditioning across languages in bilingualism. Next slide. One more illustration, code switching, stuttering, and then finally racial, ethnic identity modeling. And this is a fairly recent dissertation that has come up that has used the BLP. Next slide. I'll give you three illustrations of specific articles. This one relates to statistical learning of an artificial language and the arrow here says, can crucially a validated continuous measure that's us are bilingual dominance predicted accuracy scores for both artificial languages in a generalized linear model. So, you go to the next slide. These two languages that the bilinguals were asked to to learn these were residents of Singapore. They were English Mandarin bilinguals and they had to learn these these two languages and if you've ever looked at artificial languages this kind of thing looks pretty familiar. Next slide. What we find is that BLP dominance indices for adults predict statistical learning in an artificial language paradigm, and the image there shows that the closer you are to a balanced bilingual that's to the left, the more accurate you are on both of these grammar learning tasks. And there's a there's a quote about the the the importance of this this instrument and measuring dominance that appears in the article and the article says this first time that this kind of thing has ever been used in statistical learning to predict who is successful and who's not. Next slide. Here we're talking about the production, the voice characteristics that are associated with the expression of sincerity and sarcasm and inherited speakers, and you're we're looking at variations of pitch and so forth. In the hour here results indicated two way interactive effects of attitude and bilingual type and language dominance on F zero mean and range, as well as a three and interactive effective attitude language and age with absolutely. Let me show you how this, this study was was designed and that's love. You can see what they have done is they have broken out the participants by simultaneous and sequential, and then beneath that broken out by low BOP scores middle BOP scores and high BOP scores. In each of these two languages English and Spanish and on the next slide which you'll see is the findings where they find for speech rate F zero mean F zero range. And on the last illustrations, each time involving dominance, and that's in the right most column there. And on the last illustration. We see is in that I don't know this article very well but it apparently your, your, your responses to moral dilemmas depend on the language in which you actually respond to these test questions, and dominance, the dominant language is going to be predictive of the response And before we complete to conclude this part, we're going to talk a little bit about our own research. My work is going to be followed by Mark's work. That's coming soon and what I've done with dominance has started back in 2006 where I made a case for looking at dominance. In terms of the years of language learning use of loss. I worked in questions of age and dominance and bilingualism, dominant shifts and switches, and then an article on measurement analysis interpretation of dominance. And the last article that I cite down there bird song and I'm going to go out and press. I'm going to put in a plug here this is a chapter that's going to appear in a beautiful extensive handbook of bilingual phonetics and phonology that Mark himself is is editing. I'm very excited about this volume and I'm very grateful to have collaborated with Mark on a chapter in this particular volume. So Mark, your turn. Thank you very much David and I'm just going to shift here to to recent research on bilingual phonetics and phonology and where the BLP has come in handy. I'm going to be showcasing some of the results of three studies. One focusing on Spanish, Catalan bilinguals specifically the production of Catalan mid vowels. Another one on the production and perception of Galician mid vowels by Spanish Galician bilinguals. And then finally I'm going to go over some of the results of a project on Spanish English bilingual production of Spanish and English laterals. So to start off with with Catalan, just to say that the Catalan bow system provides a good opportunity to test the bilingual speech production and perception of overly bilinguals, because Spanish has a simple five vowel system. But on the other hand, Catalan has a has a seven vowel system with an additional contrast in height, so we can distinguish between higher mid vowels and all from the lower mid vowels and in stress symbols as you can see here on the right side. The BLP was used here to categorize participants into two distinct groups so after every single participant. I'm talking about 60 participants in this particular study completed the bilingual language profile questionnaire. We can see this this distribution into two separate groups. On the right were the Catalan dominant group and those that were on the left side that negative BLP scores were the Spanish dominant group. So the results I'm going to show relate to speech production. So there was there was the study of the production of the target vowels and in Catalan and all and all vowels in Catalan and I'm going to be showing you in this graph. So the results. Looking at individual scores for participants so we have the 60 participants represented here. And on the y axis, what you can see is the Euclidean distance, that is the acoustic distance between the both mid vowels and Catalan so the higher the Euclidean distance. There's a separation between those mid vowel categories and the lower the Euclidean distance there's more convergence or or merger. So in that case it would be more a more Spanish like about system. And the panel on the left you have the Spanish dominance and the panel on the right you have the Catalan dominant bilinguals. And on the x axis you have the BLP scores so as we turn more to the left they're more extremely Spanish dominant and as you move to the right. They will shift to more Catalan dominant bilinguals. Right so so looking at the scores here we can find the other correlation right as you become. Well, let's look at this way as you become more Spanish dominant, you actually have a smaller Euclidean distance between those mid vowel targets. We see that there's no significant there's more or less destabilized when you're a Catalan dominant bilingual so those individual BLP scores weren't as predictive. But they're definitely were for the Spanish dominant bilinguals. And we see this for the mid vowel contrast, and we can also find the same pattern for the low for the back mid vowel contrast same pattern as well. Okay, so I'm shifting here to a different population, but the same phonetic variable. So mid vowel contrasts in Galician Spanish bilingual so Galician also has the mid vowel contrast the Spanish does not have. A similar study here I'm going to show some results on perception and production, and the BLP was instrumental again in categorizing groups, not just keeping this this categorical distinction between two groups, but also as a way to be able to look at the degree of dominance in one language or another and how we could get a bit more of a fine grained analysis if we took individual participant into the account. So the perception task, stimuli, seven steps were were created synthetically between a prototypical a, and this case we the word pay was used as the letter P, and pay, which is foot. So we have a minimal pair there for the front mid vowels and another minimal pair for the back mid vowels like also and also, and seven steps were created for those mid vowels were manipulated in a continuum from an a to an a from a to an a. So those stimuli were were were were randomly mixed into an identification task and participants had to press one button if they heard either one of these pay or they heard that or they heard also heard also in two different sessions. And the results indicated very clearly that there were different perceptual patterns in the finite behavior of these different groups so we can see the Galician dominant group is on the blue lines and the Spanish dominant group is what we have here indicated in the red lines on the left side you have the front mid vowels on the right side of the back mid vowels. And again x axis we have the different stimuli, and the percent of all a percent of a responses on the y axis. And what we can see here with the blue line is a textbook example of categorical perception, right and and we find the difficulties in receiving these contracts for the Spanish dominant group. Looking at the same population of their production we can see the Spanish dominance are merging these categories, quite a lot more. And if we look at the PLI measurement which is the degree of, let's see distribution of that vowel again this is similar to the Euclidean distance and that we can individually quantify how much overlap there are between these two categories in their categories. And we can see very strikingly that the Galician dominance here can we can predict how much overlap there are between these categories as you become more balanced bilingual or closer to the Spanish dominant bilingual group. We see this for the front mid vowels, but also for the back mid vowels. The study that I want to go over really quickly refers to the production of L's in Spanish and English so just to go through this quickly that English L's are more velarized, they are known as being dark L's they're produced further back in the mouth, and the Spanish L's are are produced a lot more front. And here the PLP was used to categorize the dominance of four different groups, four different groups based on their social linguistic generation of immigration, we have a generation 1.5, a generation two, a generation three, and then a second language learners of Spanish. The variables look that here are syllable position, because in English we expect the darker L in post vocaliate position while in Spanish, we expect, sorry, and while it's more lighter and pre vocaliate position. The silver position isn't expected to affect the Spanish laterals. And then importantly here language mode was one of the main variables under under investigation. So just to wrap up with the results we can see that all four groups maintain distinct L's in their production in Spanish and English on the y axis you can see the F2 minus F1 measurements. In terms of the differences based on the syllable position, we can see that in word initial position that's the light gray, they're typically produced lighter that's more fronted in their in their pronunciation in English, but not in Spanish. In comparison to word final position so that's as expected this aliphonic distribution that exists in English is not transferred to their Spanish. But interestingly, if we take into account those four groups and looking at the effects of bilingual mode into their productions, what we can see here is that the productions in bilingual mode are affecting each of these groups, but only in their language. So here language dominance was an important predictor of cross linguistic influence in the pronunciation of L's, but specifically for their non dominant language. And I'll pass it back on to David. So I wanted to wrap up with this final slide here, where I want to make it clear how grateful we are Mark and I, and Libby Gertran and the entire coral team for having had the opportunity to contribute to scholarship and research so often. And in so many very domains over the years, we illustrate our contribution here in this little slide with the latest screenshot of Google, Google scholar. We've got 381 citations to date. In 2020 we had 86. We expect more to accumulate for 2021 probably getting over 90. And I think that the momentum is there. And we, we feel as if that open scholarship has always been a marvelous research, research tool and resource. So we're again very excited and grateful to have done our part to help out other researchers. Thank you. Mark.