Key words: categorical effect of semantic knowledge, multilingual brain, primary progressive aphasia
This will hopefully reduce the occurrence of negative language transfer from L1 to L2. Pedagogically, foreign language teaching methods should focus on fortifing the anatomic segregation between languages while enhancing authenticity in the L2 learning environment. Clinically, identifying the most deficient language after brain damage should direct the language pathologist towards treating it with a special care offering a better prognosis for the weaknesses.
This anatomical segregation could have important implications for the clinical and the teaching fields.
The reported dissociations between L1 and L2 suggested their segregation at a cognitive level. A difference in the grammatical gender of nouns between TA and English was suggested as a possible factor affecting the patient’s performance as well. An account was found in category-specificity of semantic knowledge. L2) with L2 being the most affected after the neurodegenerative damage. Dissociation in performance was reported within the same linguistic system (L1/L2) as well as between both systems (L1 vs. The case’s responses in L1 and L2 were qualitatively analysed and compared. A set of picture-naming tasks was administred to the patient to examine his naming aptitude in L1 and L2 for the semantic categories of : Letters, Numbers, Plants, Animals, Body parts, Colors and Clothes. The study reports on the case of an elderly Tunisian patient presenting with a diagnosis of primary progressive aphasia caused by the onset of the Alzheimer disease. The main objective was to verify the status of the first acquired language (L1 Tunisian Arabic) against the status of a lately acquired foreign language (L2 English). This study was designed to examine the impact of progressive aphasia on the multilingual brain.
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