Question 1a. Which differences exist in the expression of time between English and your other language (of course, if your other language is Chinese, we already know from Ch. 15!).

Question 1b. Did you glean any pedagogical insights for teaching the encoding of time (or tense/aspect) in your professional language from the readings?

Question 2. Think about how the animals used to study the relationship between gender and bilingualism are usually portrayed in children’s books in English and other languages that you know (in terms of gender, e.g., clothing, names, roles, etc.). Is there gender consistency within and among the languages? Would this have implications for the findings of the study in Ch.16?

Question 3. What is an emblematic gesture? How is it different from the sense attributed to the term “gesture” in the work of scholars like McNeill who use gestures to study the expression of motion, for example? http://mcneilllab.uchicago.edu/writing/topics.html

Based on the article we read this week and other sources of information, which factors influence parents’ decisions on whether or not to raise their children bilingual? What can be done to encourage parents to do so?

Many popular magazines for women suggest that even mothers with low levels of proficiency in a foreign language can teach their babies to speak and understand an L2. Would you agree with this advice?

2. A completely different question, but do you see any practical implications that the study of affect has for second language learning and teaching?